Learning achievement reviewed from self regulated learning,  future orientation, and parental support

Yuzarion, Yuzarion; Agustiana, Aulia Kartika; Alfaiz, Alfaiz; Yandri, Hengki; Musdizal, Musdizal; Aulia, Rahmadianti

doi:10.23916/0020200526820

Cited by 5 publications

(8 citation statements)

References 5 publications

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“…By controlling the demographic variables, it was investigated which time-perspectives predict self-regulated learning strategies more significantly. All in all the 5 time perspectives accounted for the variance of self-regulated learning, however only future time perspective has a significant unique contribution to the final model, explaining the application of selfregulated activities, which result corresponds with the earlier research findings (de Bilde et al, 2011;Pérez et al, 2017;Yuzarion et al, 2020). Future oriented students put emphasis on the achievement of high academic results, which determines the accomplishment of their further study and career goals.…”

Section: Discussionsupporting

confidence: 83%

Some ethnolinguistic features in Ndre Mjeda’s works

Morina¹

2021

Proceedings of ‏The 5th International Academic Conference on Humanities and Social Sciences

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Digital education considerably requires active participation of students in the learning process, the application of self-regulated learning activities for the attainment of successful learning results. The aim of the present study is the investigation of time perspectives as the predictors of online self-regulated learning. In our study 210 Transylvanian students participated, from the Babeș-Bolyai University, Faculty of Psychology and Educational Sciences. Students' demographic characteristics were recorded, for the assessment of selfregulation the Self-regulated Online Learning Questionnaire -Revised was applied and time perspectives of students' were measured by the Zimbardo Time Perspective Inventory. A correlational, cross-sectional design was used. On the basis of the results of hierarchical regression, in our first model demographic characteristics explained 5% of the variance for the application of self-regulation activities. In our second model, controlling demographic variables, time perspectives explained an additional 33% of the variance for self-regulation. Self-regulated learning strategies are predicted among demographic characteristics by students' gender, age and online learning, while out of time perspectives only future orientation proved to be a significant predictor. Females, older students, participants attending online education and higher future orientation apply to a higher degree the self-regulated learning strategies, as males, younger students and participants with lower scores at future orientation.

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Section: Discussionsupporting

confidence: 83%

Some ethnolinguistic features in Ndre Mjeda’s works

Morina¹

2021

Proceedings of ‏The 5th International Academic Conference on Humanities and Social Sciences

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show abstract

Section: Discussionsupporting

confidence: 82%

“…The application of self-regulated learning strategies could be predicted by students' dominant time perspective. Earlier studies highlighted a positive association between future orientation and self-regulated learning (de Bilde et al, 2011;Pérez et al, 2017;Yuzarion et al, 2020). Future orientation is the predictor of academic achievement, and their relationship is amplified by the use self-regulated learning activities (Pérez et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Future orientation is the predictor of academic achievement, and their relationship is amplified by the use self-regulated learning activities (Pérez et al, 2017). Students focusing on past and present apply less metacognitive strategies in planning of their future steps, than future oriented students, who are more interested and motivated in reaching their goals which result in academic success, so they plan their activities for studying, carefully manage their time and create the most ideal environment for learning (de Bilde et al, 2011;Yuzarion et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Time Perspectives as The Predictors of Online Self-Regulated Learning

et al. 2021

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Digital education considerably requires active participation of students in the learning process, the application of self-regulated learning activities for the attainment of successful learning results. The aim of the present study is the investigation of time perspectives as the predictors of online self-regulated learning. In our study 210 Transylvanian students participated, from the Babes-Bolyai University, Faculty of Psychology and Educational Sciences. Students’ demographic characteristics were recorded, for the assessment of self-regulation the Self-regulated Online Learning Questionnaire - Revised was applied and time perspectives of students were measured by the Zimbardo Time Perspective Inventory. A correlational, cross-sectional design was used. On the basis of the results of hierarchical regression, in our first model demographic characteristics explained 5% of the variance for the application of self-regulation activities. In our second model, controlling demographic variables, time perspectives explained an additional 33% of the variance for self-regulation. Self-regulated learning strategies are predicted among demographic characteristics by students’ gender, age and online learning, while out of time perspectives only future orientation proved to be a significant predictor. Females, older students, participants attending online education and higher future orientation apply to a higher degree the self-regulated learning strategies as males, younger students and participants with lower scores at future orientation.

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“…Self regulated learning merupakan keterampilan meregulasi diri dalam belajar. Meregulasi diri adalah keterampilan mengatur, mengarahkan, dan mengelola diri dalam kegiatan belajar (regulasi diri belajar) atau keterampilan belajar [1], [2].…”

Section: Pendahuluanunclassified

Kontribusi Dukungan Orangtua dan Dukungan Teman terhadap Self Regulated Learning di SLTA A B Yogyakarta

Yuzarion,

Prasetya,

Alfaiz

2023

jpsy

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Self-regulated learning is the skill of organizing and directing oneself in the process of learning. Every student should possess self-regulated learning skills in order to achieve high academic performance. Various factors influence a student's self-regulated learning during their educational journey. According to social cognitive theory, these factors are the result of the reciprocal interaction between individual characteristics, behavior, and the environment. This research primarily focuses on environmental factors, namely parental support and peer support. Both parental support and peer support play a role in shaping self-regulated learning. The research aims to empirically examine the contribution of parental support and peer support to self-regulated learning. The research employs a quantitative methodology and takes the form of an ex post facto study. The study population consists of 385 students in the 11 grade from SLTA A and B in Yogyakarta. A random sample of 77 students was chosen independently. Data were collected using instruments, including a self-regulated learning scale, a parental support scale, and a peer support scale. The empirical results of the study reveal that both parental support and peer support significantly contribute to self-regulated learning, with an F value of 36.703 and p-value of 0.000 (p<0.01). When examined separately, parental support significantly and positively contributes to self-regulated learning, with a t-value of 2.032 and a p-value of 0.046 (p<0.05). Peer support also significantly and positively contributes to self-regulated learning, with a t-value of 8.325 and a p-value of 0.000 (p<0.01). Partially, parental support contributed 2.79% and friend support contributed 47.01% to self-regulated learning, and the rest was influenced by other factors.

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Learning achievement reviewed from self regulated learning, future orientation, and parental support

Cited by 5 publications

References 5 publications

Some ethnolinguistic features in Ndre Mjeda’s works

Some ethnolinguistic features in Ndre Mjeda’s works

Time Perspectives as The Predictors of Online Self-Regulated Learning

Kontribusi Dukungan Orangtua dan Dukungan Teman terhadap Self Regulated Learning di SLTA A B Yogyakarta

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