The Relationship Between Self-Regulated Learning, Family Support and Learning Motivation on Students’ Learning Engagement

Septian Cahya Azhari; Siti Fadjarajani; Ely Satiyasih Rosali

doi:10.23887/jere.v7i1.52481

Authors

Septian Cahya Azhari Universitas Siliwangi https://orcid.org/0000-0002-4618-3856
Siti Fadjarajani Universitas Siliwangi https://orcid.org/0000-0003-3703-9454
Ely Satiyasih Rosali Universitas Siliwangi https://orcid.org/0000-0001-8749-7619

DOI:

https://doi.org/10.23887/jere.v7i1.52481

Keywords:

Self-Regulated Learning, Students’ Learning Engagement, Learning Motivation,, Family Support

Abstract

Students' learning engagement grows from students' awareness of the importance of participating in the learning process, this is shaped by learning motivation, self-regulation, support from the family environment as well as the school. This study analyze the relationship between self-regulated learning, family support and learning motivation to students' learning engagement. A total of 100 of 12 grade students at senior high school participated to fill out the questionnaire in this study. Structural equation modeling partial least square (SEM-PLS) is used as a tool to analyze the complex relationships of these variables. Reflective analysis of variables is used to statistically explore the relationships between variables. The P values between variables significantly indicate that there is a relationship between FS ->LM (0.006), LM->LE (0.000), SRL->LE (0.006), and SRL->LM (0.000). Based on the results of this study,: (1) parental and teacher support has an important role in shaping student learning motivation, (2) student self-regulated learning is formed by the student's learning environment and students' own awareness, and (3) learning engagement is influenced by SRL, family support and student internal motivation. It is hoped that the results of this study can help parents and teachers to create a conducive learning environment for students both at home and at school.

Author Biographies

Septian Cahya Azhari, Universitas Siliwangi

Department of Geography Education

Siti Fadjarajani, Universitas Siliwangi

Department of Geography Education

Ely Satiyasih Rosali, Universitas Siliwangi

Department of Geography Education

References

Adam, N. L., Alzahri, F. B., Cik Soh, S., Abu Bakar, N., & Mohamad Kamal, N. A. (2017). Self-Regulated learning and online learning: A systematic review. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 143–154. https://doi.org/10.1007/978-3-319-70010-6_14.

An, F., Yu, J., & Xi, L. (2022). Relationship between perceived teacher support and learning engagement among adolescents: Mediation role of technology acceptance and learning motivation. Frontiers in Psychology, 13, 992464. https://doi.org/10.3389/fpsyg.2022.992464.

Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference? Education and Information Technologies, 22(6), 3063–3079. https://doi.org/10.1007/s10639-017-9572-7.

Ariel, Y., & Elishar-Malka, V. (2019). Learning in the smartphone era: Viewpoints and perceptions on both sides of the lectern. Education and Information Technologies, 24(4), 2329–2340. https://doi.org/10.1007/s10639-019-09871-w.

Assagaf, G. (2016). Pengaruh kemandirian belajar dan regulasi diri terhadap hasil belajar matematika melalui motivasi berprestasi pada siswa kelas X SMA Negeri di Kota Ambon. Matematika Dan Pembelajaranya, 2(1), 105–126. https://jurnal.iainambon.ac.id/index.php/INT/article/download/306/238.

Aurah, C. M. (2013). The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study. American Journal of Educational Research, 1(8), 334–343. https://doi.org/10.12691/education-1-8-11.

Aya Pastrana, N., & Sriramesh, K. (2014). Corporate Social Responsibility: Perceptions and practices among SMEs in Colombia. Public Relations Review, 40(1), 14–24. https://doi.org/10.1016/J.PUBREV.2013.10.002.

Balashov, E., Pasicichnyk, I., & Kalamazh, R. (2021). Metacognitive awareness and academic self-regulation of hei students. International Journal of Cognitive Research in Science, Engineering and Education, 9(2), 161–172. https://doi.org/10.23947/2334-8496-2021-9-2-161-172.

Bayoumy, H. M. M., & Alsayed, S. (2021). Investigating relationship of perceived learning engagement, motivation, and academic performance among nursing students: A multisite study. Advances in Medical Education and Practice, 12, 351–369. https://doi.org/10.2147/AMEP.S272745.

Burns, E. C., Martin, A. J., & Collie, R. J. (2019). Examining the yields of growth feedback from science teachers and students’ intrinsic valuing of science: Implications for student‐ and school‐level science achievement. Journal of Research in Science Teaching, 56(8), 1060–1082. https://doi.org/10.1002/tea.21546.

Capotosto, L., Kim, J. S., Burkhauser, M. A., Oh Park, S., Mulimbi, B., Donaldson, M., & Kingston, H. C. (2017). Family Support of Third-Grade Reading Skills, Motivation, and Habits. AERA Open, 3(3), 233285841771445. https://doi.org/10.1177/2332858417714457.

Chai, C. S., Lin, P.-Y., King, R. B., & Jong, M. S.-Y. (2021). Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West. Frontiers in Psychology, 12, 581193. https://doi.org/10.3389/fpsyg.2021.581193.

Chandra, R. (2015). Classroom management tools for effective teaching. International Journal of Education and Psychology Research, 4(4). https://www.researchgate.net/profile/Ritu-Chandra-2/publication/313889949_Classroom_Management_for_Effective_Teaching/links/59c682e6aca272c71bc2c58c/Classroom-Management-for-Effective-Teaching.pdf.

Chauhan, M. S. (2011). Slow Learners: Their Psychology and Educational Programmes. International Journal of Multidisciplinary Research, 1(8), 279–289. https://www.academia.edu/download/54854309/22_VOL_1_ISSUE8_ZEN.pdf.

Chen, Q., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34e42-42. https://doi.org/10.1016/j.chb.2015.07.047.

Dalvi-Esfahani, M., Wai Leong, L., Ibrahim, O., & Nilashi, M. (2020). Explaining Students’ Continuance Intention to Use Mobile Web 2.0 Learning and Their Perceived Learning: An Integrated Approach. In Journal of Educational Computing Research, 57(8). https://doi.org/10.1177/0735633118805211.

Dent, A. L., & Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8.

Descals-Tomás, A., Rocabert-Beut, E., Abellán-Roselló, L., Gómez-Artiga, A., & Doménech-Betoret, F. (2021). Influence of Teacher and Family Support on University Student Motivation and Engagement. International Journal of Environmental Research and Public Health, 18(5), 2606. https://doi.org/10.3390/ijerph18052606.

Egok, A. . (2016). Kemampuan Berpikir Kritis dan Kemandirian Belajar dengan Hasil Belajar Matematika. Jurnal Pendidikan Dasar, 7(2), 185–198. https://core.ac.uk/download/pdf/297684592.pdf.

El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104–111. https://doi.org/10.18844/cjes.v15i1.4461.

Emda, A. (2017). Kedudukan Motivasi dalam Pembelajaran. Lantanida Journal, 5(2), 93–196.

Fuentes, M. C., García-Ros, R., Pérez-González, F., & Sancerni, D. (2019). Effects of parenting styles on self-regulated learning and academic stress in Spanish adolescents. International Journal of Environmental Research and Public Health, 16(15). https://doi.org/10.3390/ijerph16152778.

Gambo, Y., & Shakir, M. Z. (2021). Review on self-regulated learning in smart learning environment. Smart Learning Environments, 8(1), 1–14. https://doi.org/10.1186/s40561-021-00157-8.

Ganda, D. R., & Boruchovitch, E. (2018). Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program. Frontiers in Education, 3, 1–12. https://doi.org/10.3389/feduc.2018.00005.

Gao, H., Ou, Y., Zhang, Z., Ni, M., Zhou, X., & Liao, L. (2021). The Relationship Between Family Support and e-Learning Engagement in College Students: The Mediating Role of e-Learning Normative Consciousness and Behaviors and Self-Efficacy. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.573779.

Garcia-Reid, P., Peterson, C. H., & Reid, R. J. (2015). Parent and Teacher Support Among Latino Immigrant Youth: Effects on School Engagement and School Trouble Avoidance. Education and Urban Society, 47(3), 328–343. https://doi.org/10.1177/0013124513495278.

Hartley, K., Bendixen, L. D., Gianoutsos, D., & Shreve, E. (2020). The smartphone in self-regulated learning and student success: Clarifying relationships and testing an intervention. International Journal of Educational Technology in Higher Education, 17(1), 1–14. https://doi.org/10.1186/s41239-020-00230-1.

Herbert, S., & Bragg, L. A. (2021). Factors in a professional learning program to support a teacher’s growth in mathematical reasoning and its pedagogy. Mathematics Education Research Journal, 33(3), 409–433. https://doi.org/10.1007/s13394-020-00310-5.

Hudson, K., & Carrasco, R. (2015). Researching Nursing Students’ Engagement: Successful Findings for Nursing. International Journal of Nursing & Clinical Practices, 2(1). https://doi.org/10.15344/2394-4978/2015/150.

Isnaeni, S., Fajriyah, L., Risky, E. S., Purwasih, R., & Hidayat, W. (2018). Analisis Kemampuan Penalaran Matematis dan Kemandirian Belajar Siswa SMP pada Materi Persamaan Garis Lurus. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 2(1), 107. https://doi.org/10.31331/medives.v2i1.528.

Jaramillo, A., Salinas-Cerda, J. P., & Fuentes, P. (2022). Self-Regulated Learning and Academic Performance in Chilean University Students in Virtual Mode During the Pandemic: Effect of the 4Planning App. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.890395.

Jong Jek Siang, & Santoso, H. B. (2016). Learning Motivation and Study Engagement: Do They Correlate With Gpa? An Evidence From Indonesian University. , https://doi.org/. Researchers World : Journal of Arts, Science and Commerce, 7(1), 111–118. https://doi.org/10.18843/rwjasc/v7i1(1)/12.

Julaecha, S., & Baist, A. (2019). Hubungan kemandirian belajar dengan hasil belajar siswa SMK kelas XII pada pelajaran matematika. Jurnal Analisa, 5(2), 103–108. https://doi.org/10.15575/ja.v5i2.4752.

Kelly, S., & Zhang, Y. (2016). Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study. The High School Journal, 99(2), 141–165. https://doi.org/10.1353/hsj.2016.0005.

Konold, T., Cornell, D., Jia, Y., & Malone, M. (2018). School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination. AERA Open, 4(4), 1–17. https://doi.org/10.1177/2332858418815661.

Laka, B. M., Burdam, J., & Kafiar, E. (2020). Role of Parents in Improving Geography Learning Motivation in Immanuel Agung Samofa High School. Jurnal Inovasi Penelitian, 1(2), 69–74. https://doi.org/10.47492/jip.v1i2.51.

Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of U.S. college students. SAGE Open, 5(1). https://doi.org/10.1177/2158244015573169.

Liu, Y., Yue, S., Hu, X., Zhu, J., Wu, Z., Wang, J., & Wu, Y. (2021). Associations between feelings/behaviors during COVID-19 pandemic lockdown and depression/anxiety after lockdown in a sample of Chinese children and adolescents. Journal of Affective Disorders, 284, 98–103. https://doi.org/10.1016/j.jad.2021.02.001.

Mazurenko, O., & Hearld, L. R. (2015). Environmental factors associated with physicians engagement in communication activities. Health Care Management Review, 40(1), 79–89. https://doi.org/10.1097/HMR.0000000000000003.

Mudrák, J., Zábrodská, K., & Takács, L. (2020). Systemic Approach to the Development of Reading Literacy: Family Resources, School Grades, and Reading Motivation in Fourth-Grade Pupils. Frontiers in Psychology, 11(37). https://doi.org/10.3389/fpsyg.2020.00037.

Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. Journal of Positive Psychology, 6(2), 142–153. https://doi.org/10.1080/17439760.2011.558847.

Ozer, O., & Akçayoğlu, D. İ. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary efl learners. Participatory Educational Research, 8(2). https://doi.org/10.17275/per.21.43.8.2.

Panadero, E., Klug, J., & Järvelä, S. (2016). Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723–735. https://doi.org/10.1080/00313831.2015.1066436.

Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Fur Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x.

Pertiwi, D, L., & Sudarsono, A, Z. (2015). Internal Factors of English Learning Achievement. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 4(4), 1–12. https://doi.org/10.26418/jppk.v4i4.9692.

Rahim, N. B. (2022). the Interaction Between Teaching Competencies and Self-Efficacy in Fostering Engagement Amongst Distance Learners: a Path Analysis Approach. Malaysian Journal of Learning and Instruction, 19(1), 31–57. https://doi.org/10.32890/mjli2022.19.1.2.

Ramli, N., Muljono, P., & Afendi, F. M. (2018). External Factors, Internal Factors and Self-Directed Learning Readiness. Journal of Education and E-Learning Research, 5(1), 37–42. https://doi.org/10.20448/journal.509.2018.51.37.42.

Reinke, N. B. (2019). Promoting student engagement and academic achievement in first-year anatomy and physiology courses. Advances in Physiology Education, 43(4), 443–450. https://doi.org/10.1152/advan.00205.2018.

Rokhman, N., Waluya, S. B., & Rochmad. (2019). Individuals development of the metacognitive thinking skills on solving math word problems. Journal of Physics: Conference Series, 1321(2), 1–8. https://doi.org/10.1088/1742-6596/1321/2/022103.

Santoso, H. B., Lawanto, O., Becker, K., Fang, N., & Reeve, E. M. (2014). High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules. Journal of Pre-College Engineering Education Research (J-PEER), 4(2), 10–28. https://doi.org/10.7771/2157-9288.1093.

Sarstedt, M., Hair, J. F., Ringle, C. M., Thiele, K. O., & Gudergan, S. P. (2016). Estimation issues with PLS and CBSEM: Where the bias lies! Journal of Business Research, 69(10), 3998–4010. https://doi.org/10.1016/j.jbusres.2016.06.007.

Şen, Ş. (2016). Modeling the structural relations among learning strategies, self-efficacy beliefs, and effort regulation. Problems of Education in the 21st Century, 71(1), 62–72. https://www.ceeol.com/search/article-detail?id=951771.

Shieh, M.-D., & Hsieh, H.-Y. (2021). Study of Influence of Different Models of E-Learning Content Product Design on Students’ Learning Motivation and Effectiveness. Frontiers in Psychology, 12, 753458. https://doi.org/10.3389/fpsyg.2021.753458.

Šimunović, M., & Babarović, T. (2020). The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research. Social Psychology of Education, 23(3), 701–719. https://doi.org/10.1007/s11218-020-09555-1.

Soodla, P., Jõgi, A. L., & Kikas, E. (2017). Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement. European Journal of Psychology of Education, 32(2), 201–218. https://doi.org/10.1007/s10212-016-0293-x.

Sun, W., Hong, J.-C., Dong, Y., Huang, Y., & Fu, Q. (2022). Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00653-6.

Wang, L. (2022). Student Intrinsic Motivation for Online Creative Idea Generation: Mediating Effects of Student Online Learning Engagement and Moderating Effects of Teacher Emotional Support. Frontiers in Psychology, 13(954216). https://doi.org/10.3389/fpsyg.2022.954216.

Widiani, D., & Istiqomah, L. (2021). The Influence of Learning Motivation and Intellectual Intelligence on Learning Achievement in Islamic Religious Education. Jurnal Pendidikan Islam, 7(2), 149–164. https://doi.org/10.15575/jpi.v7i2.15273.

Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher’s Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement. Frontiers in Psychology, 12, 651608. https://doi.org/10.3389/fpsyg.2021.651608.

Yoo, L., & Jung, D. (2022). Teaching Presence, Self-Regulated Learning and Learning Satisfaction on Distance Learning for Students in a Nursing Education Program. International Journal of Environmental Research and Public Health, 19(7), 4160. https://doi.org/10.3390/ijerph19074160.

Zhao, H., Xiong, J., Zhang, Z., & Qi, C. (2021). Growth Mindset and College Students’ Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model. Frontiers in Psychology, 12, 621094. https://doi.org/10.3389/fpsyg.2021.621094.