The Self-Regulated Learning: Social Cognitive Theory

Fernando Saragih

doi:10.21831/jppm.v11i2.57542

The Self-Regulated Learning: Social Cognitive Theory

Fernando Saragih, Universitas Nusa Cendana, Indonesia

10.21831/jppm.v11i2.57542

Abstract

Self-regulated learning is one of the descriptions of the character development of students. Where this character is an absolute thing for students. Therefore, researchers are interested in learning conditions and factors that influence them (peers, learning motivation, and self-efficacy). The approach used in this research is quantitative. The data collection method used is the explanatory research method (questionnaire). The questionnaire consists of 47 statements and each statement has 4 choices. All statements in the questionnaire are valid and reliable to be tested (CFA). This study used a simple random sampling technique with moderated mediation serial analysis with 120 respondents. The results show that peer group directly has a positive effect on self-regulated learning, but it is not significant. Different things are seen in the direct and indirect effects on learning motivation, self-efficacy which shows a positive and significant influence.

Keywords

self-regulated learning, peers, motivation, self-efficacy

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DOI: https://doi.org/10.21831/jppm.v11i2.57542