Psychosocial Factors Affecting Self-Regulated Learning among Indonesian Islamic College Students: The Mediating Role of Perception Feedback
DOI:
https://doi.org/10.25217/0020236369200Keywords:
perception feedback, self-efficacy, self-regulated leaning, social supportAbstract
In facing various problems during the online learning process, individuals need to have self-regulated learning to be able to undergo online lectures optimally and effectively. Hence, student’s knowledge increases, and learning objectives are achieved. This study aims to investigate the mediating effect of self-efficacy in the relationship between perception feedback on self-regulated learning in undergraduate students. Whether the mediation had varying effects on different age levels and sex differences was also examined. The sampling technique used in this study is non-probability sampling with 410 students. This study uses a quantitative approach with path analysis. In this study, researchers used confirmatory factor analysis (CFA) using Lisrel 8.8 to test the instrument's construct validity. The results showed a direct effect from the independent variables, namely self-efficacy, family support, and an indirect effect through mediator variables, namely self-efficacy, family support, friend support, and gender. The effect of self-efficacy and family support is partial mediation on self-regulated learning. In contrast, peer support and gender demographic variables have a perfect mediating effect on self-regulated learning with perception feedback as a mediator.
References
10.1109/ACCESS.2019.2910148
10.20961/placentum.v8i2.43008
10.30659/jp.14.1.84-93
10.1016/j.iheduc.2008.10.005
10.1016/S0005-7967(98)00025-4
10.5860/CHOICE.44-2769
10.1108/ILS-04-2020-0114
Daharnis, A. C. P. H. N. S. (2018a). Hubungan Antara Self Efficacydan Dukungan Sosial Orangtua Dengan Self Regulated Learning Serta Implikasinya Terhadap Bimbingan Dan Konseling. ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam, 2(1), 46. https://doi.org/10.30821/ansiru.v2i1.1627
10.30821/ansiru.v2i1.1627
10.3389/fpsyg.2021.792422
10.1080/13562517.2014.974026
10.23917/profetika.v22i1.14769
10.1080/09571736.2022.2045679
Jöreskog, K. G., Sörbom, D., & Yang-Wallentin, F. (2006). Latent variable scores and observational residuals. Lisrel, 1996, 10. http://www.ssicentral.com/lisrel/techdocs/obsres.pdf
10.1016/j.iheduc.2013.10.001
10.1080/10705519909540118
Morgan, G. A., & Griego, O. V. (1998). Easy use and interpretation of SPSS for Windows: Answering research questions with statistics (Vol. 1). Psychology Press. Google Scholar
10.1177/14697874211051226
10.1207/S15328007SEM0904_8
10.31289/tabularasa.v2i1.284
Pantu, E. A. (2021). Pengaruh Usia Terhadap Regulasi Diri Akademik Mahasiswa Pada Kondisi Study From Home. Jurnal Psibernetika, 14(1), 17–23. http://dx.doi.org/10.30813/psibernetika.v14i1.2469
10.1007/s10984-021-09352-3
10.4324/9780203930687
10.7759/cureus.7541
10.29333/ejmste/7893
10.3200/JOER.98.1.5-13
10.1186/s40561-021-00151-0
10.1016/j.stueduc.2021.100980
Sugiyono. (2011). Metodologi penelitian Kuantitatif kualitatif dan R&D. In Alpabeta. Google Scholar
10.1016/j.system.2020.102221
Tadlock et al. (2008). “How Writing Feedback Perceptions Relate to Pre- service Teachers’ Achievement Goals and Self-regulation Behaviors.”. Paper Presented at the Eastern Educational Research Association Annual Meeting, Hilton Head, SC. Google Scholar
Triwahyuni, H., Zaqiyuddin, M., Chalimy, F., & Mufidah, W. (2021). Dukungan Sosial Dan Self Regulated Learning Siswa Dalam Menghadapi Pembelajaran Daring Selama Pandemi Covid-19. NiCMa: National Conference Multidisciplinary, 1(1), 606–613. Google Scholar
10.18178/ijiet.2021.11.12.1570
10.1037/14944-000
10.31004/basicedu.v4i3.422
10.1080/10447318.2018.1543084
10.1111/bjet.12118
10.1207/s15327752jpa5201_2
10.1207/s15430421tip4102_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Diana Mutiah, Melisa Paulina, Muhammad Dwirifqi Kharisma Putra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
