The Relationship Between Self-Regulated Learning With Student Engagement in College Students Who Have Many Roles

Setiani, Sherin; Wijaya, Erik

doi:10.2991/assehr.k.201209.045

Cited by 4 publications

(7 citation statements)

References 8 publications

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“…Various intrapersonal factors have been reported to influence student engagement, such as academic self-efficacy (ASE) (Helsa and Lidiawati, 2021;Pramisjayanti and Khoirunnisa, 2022;Zhen et al, 2017), academic intrinsic motivation (AIM) (Dierendonck et al, 2023;Myint and Khaing, 2020), and self-regulated learning (SRL) (Lidiawati and Helsa, 2021;Setiani and Wijaya, 2020). ASE is a student's determination and behavior toward assignments and the educational process (Chang and Chien, 2015;Zhen et al, 2017).…”

Section: Studying Online Statistics Courses In Indonesiamentioning

confidence: 99%

“…This is proven by Dierendonck et al (2023), who found that students who study for intrinsic reasons tend to be more focused and actively engaged because they enjoy learning. The next intrapersonal factor that is positively related to student engagement is selfregulated learning (SRL) (Lidiawati and Helsa, 2021;Setiani and Wijaya, 2020). To improve academic achievement, students must have self-regulated learning skills to stay engaged in lectures, especially online learning.…”

Section: Studying Online Statistics Courses In Indonesiamentioning

confidence: 99%

“…Although some studies have investigated the role of AIM (Cayubit, 2022;Giesbers et al, 2013;Gettle, 2022), ASE (Chang and Chien, 2015;Helsa and Lidiawati, 2021;Pramisjayanti and Khoirunnisa, 2022;Zhen et al, 2017), SRL (Lidiawati and Helsa, 2021;Nurfitri and Aslamawati, 2021;Setiani and Wijaya, 2020;Utami and Aslamawati, 2021) that influence student engagement, however their role in undergraduate psychology students taking online Statistics courses are still limited. Furthermore, empirical research on CFTB is limited to teacher/lecturer (Huang, 2022;Karwowski, Gralewski and Szumski, 2015;Palaniappan, 2009;Varatharaj, 2018) and pre-service teacher/lecturer (Katz-Buonincontro, Perignat and Hass, 2020; Kim et al, 2019;Orr and Kukner, 2015), so few studies examine student perceptions of CFTB.…”

Section: Studying Online Statistics Courses In Indonesiamentioning

confidence: 99%

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Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

Setiamurti,

Agoes Salim,

Normawati

et al. 2023

IJCRSEE

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This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.

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Section: Studying Online Statistics Courses In Indonesiamentioning

confidence: 99%

Section: Studying Online Statistics Courses In Indonesiamentioning

confidence: 99%

Section: Studying Online Statistics Courses In Indonesiamentioning

confidence: 99%

See 1 more Smart Citation

Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

Setiamurti,

Agoes Salim,

Normawati

et al. 2023

IJCRSEE

View full text Add to dashboard Cite

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“…So that students' self-efficacy in self-regulated learning is needed to support learning activities so that MBKM students are able to achieve optimal goals in the MBKM program. Students with good self-regulated learning will find it easier to manage activities during lectures [11]. The data shows that the level of self-regulated learning has an effect on learning achievement [12].…”

Section: Introductionmentioning

confidence: 96%

Investigating the Need for Self-help Design of Technology-Based Reality Counseling to Improve Self-regulated Learning for MBKM Program Students

Saputra¹,

Hidayah²,

Ramli³

2023

Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)

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The MBKM program provides convenience and flexibility to study independently in the form of activities offered to students so adjustments are needed in learning arrangements, and this is due to the differences in the learning program at MBKM with previous learning programs. The problem that occurs is the increase in self-regulated learning of students who take part in the MBKM program. The purpose of this study was to analyze the conditions and needs of the MBKM student program implementing self-help services based on reality counseling to improve self-regulated learning. This study uses a survey research design on students with the help of a needs development questionnaire. The data obtained were then analyzed descriptively and in percentages. The results showed that students needed counseling services related to learning problems. Analysis of the counseling media platform shows that students tend to choose websites with media in the form of short videos. The increase in self-regulated learning is focused on the motivation and behavior achieved in the learning process, especially in the MBKM program.

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“…Beberapa penelitian telah menemukan bahwa ada hubungan antara student engagement dan self-regulated learning (Setiani & Wijaya, 2020;Sun & Rueda, 2012). Pelajar yang memiliki SRL biasanya dideskripsikan sebagai murid yang secara aktif terlibat atau engage dalam proses belajarnya.…”

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Pelatihan Strategi Self-Regulated Learning Fase Forethought Untuk Student Engagement Siswa SMP

Aripin,

Savitri,

Megarini

2023

JIP

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Student engagement issues are commonly found in schools, particularly among junior high school students. One of the internal factors that can enhance student engagement is students' proficiency in utilizing self-regulated learning strategies during the forethought phase. SRL forethought was provided in the form of experiential training, where students learned through their own experiences. Participants in this research were 12 students in the control group and 11 students in the experimental group. The results of the difference test indicate that SRL forethought training is effective in improving student engagement in seventh-grade students (p=0.018; z=-2.358). The control group also demonstrated significant differences between pre and post-test conditions (p=0.40; z=-2.051). In conclusion, SRL forethought training is essential for students to prevent a decline in engagement in seventh-grade students. Subsequent researchers may conduct subject randomization based on student engagement categories to achieve a more balanced initial condition.

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The Relationship Between Self-Regulated Learning With Student Engagement in College Students Who Have Many Roles

Cited by 4 publications

References 8 publications

Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

Investigating the Need for Self-help Design of Technology-Based Reality Counseling to Improve Self-regulated Learning for MBKM Program Students

Pelatihan Strategi Self-Regulated Learning Fase Forethought Untuk Student Engagement Siswa SMP

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