Psychosocial Factors Affecting Self-Regulated Learning among Indonesian Islamic College Students: The Mediating Role of Perception Feedback (original) (raw)
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International Journal of Academic Research in Business and Social Sciences, 2017
This study examined the correlation between self-regulated learning and academic achievement among UniSZA undergraduate students. The objective of the study is to determine the impact of self-efficacy belief, and use of learning strategies on UniSZA undergraduates' academic achievement. A pilot study was conducted via the use of exploratory factor analysis using 144 volunteering respondents. This is to determine the reliability and validity of the instrument. A closed-ended questionnaire on student self-regulated learning was administered to 364 randomly selected students 202 of which are female, 162 male across the nine faculties of the University. Obtained data was analyzed using correlation and regression analysis. Results obtained indicated that a strong relationship exist between self-regulated learning and academic achievement. The findings revealed a high positive correlation between students' self-efficacy belief, and use of learning strategies and students' academic achievement. Similarly, results of the regression analysis indicated that self-efficacy, and learning strategies serves as good predictors of higher academic performance (GPA). However, among the three study variables, self-efficacy was the strongest predictor of academic achievement. The study recommends nurturing and development of autonomous learners and a shift to students centered instruction.
Abstract The study aims to examine the relationship between self-regulated learning and academic achievement among UniSZA undergraduate students. The objective of the study is to determine the extent to which self-efficacy belief, motivation, and use of learning strategies affect UniSZA undergraduate academic achievement. A pilot study was conducted via the use of exploratory factor analysis using 144 volunteering respondents. This is to determine the reliability and validity of the instrument. A closed-ended questionnaire on student selfregulation in learning was administered to 364 randomly selected students 202 of which are female, 162 male across the nine faculties of the University. Obtained data was analyzed using correlation and regression analysis. Results obtained indicated that a strong relationship exist between self-regulated learning and academic achievement. The findings revealed a high positive correlation between students’ self-efficacy belief, motivation, use of learning strategies and students’ academic achievement. Similarly, results of the regression analysis indicated that self-efficacy, motivation and learning strategies serves as good predictors of higher academic performance (GPA). However, among the three study variables, self-efficacy was the strongest predictor of academic achievement. The study recommends nurturing and development of autonomous learners and a shift to students centered instruction. Keywords: Academic Performance, Self-regulated learning, Self-efficacy, Learning strategies, Motivation.
Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance
The Open Psychology Journal, 2016
In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.
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International Journal of Emerging Technologies in Learning (iJET), 2021
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International Journal of Emerging Technologies in Learning (ijet), 2022
The unexpected prolonged expansion of the Covid-19 pandemic has urged numerous educational institutions worldwide, including Vietnam, to offer online courses. Identifying factors that impact student satisfaction and academic achievement, hence, becomes crucial in online learning environments. The current study examines the impact of students' self-regulated learning and Internet self-efficacy on these two learning outcomes in an online environment. The proposed research model consists of two exogenous variables including students' Internet self-efficacy and self-regulated learning, and two endogenous variables, namely students' satisfaction and academic achievement. 710 students from four universities in Vietnam voluntarily participated in this study by completing an online survey questionnaire. The data analysis was performed by Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicated that Internet self-efficacy, goal setting, and help-seeking have direct positive effects on both student satisfaction and academic achievement. Self-evaluation positively affected student satisfaction while it did not have an impact on student academic achievement. Elaboration, environment structuring, and task strategies did not have a statistically significant relationship with student satisfaction as well as their academic achievement. Students' satisfaction has a direct positive impact on their academic achievement. Pedagogical implications and limitations of the study are also deduced.
The Analysis of Self-Efficacy and Locus of Control in Students’ Online Learning Title
Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021), 2022
This study aims at revealing: (1) The role of Self Efficacy factors towards students' English online learning; (2) The role of Locus of Control factors towards students' online learning by doing observation, interview, and distributing three kinds of the questionnaire in Hanifa Islamic School. The participants of the research were 55 students. The self-Efficacy Questionnaire was adapted from Rodger's concept analysis model and used to identify and define the concept of interest. The locus of control questionnaire stems from social learning theory and an interview about online learning by using Likert's scale. This Research was qualitative research with a case study design. The results of the study show that (1) the students had high self-efficacy levels, they believed in their abilities and that they can do something or overcome a situation that they will succeed in doing; (2) the students have a good level of internal locus of control so that students apply to themselves that the control of their lives comes from themselves; (3) while for online learning, students' responses show that they always prepare the things needed for online learning. Things that arouse and became obstacles were external factors such as the limitation of the signal while online learning conducted.