<![CDATA[This study aims to describe self-regulated learning (SRL) among students of the Guidance and Counseling Study Program at Universitas Jambi, class of 2023, viewed from four aspects: planning, self-monitoring, self-control, and self-reflection. A descriptive quantitative method was used with a sample of 32 students drawn through simple random sampling based on Slovin's formula from a population of 110 active students. Data were collected using a self-regulated learning questionnaire consisting of 26 valid and reliable items developed from Pintrich's four-phase framework, with a Cronbach's Alpha coefficient of 0.896. Data were analyzed descriptively through mean, standard deviation, frequency, and percentage, then categorized into high, medium, and low levels. Results showed that 75.0 percent of students were in the medium category of overall SRL, while high and low categories each accounted for 12.5 percent. Among the four aspects, self-monitoring showed the lowest relative achievement (37.88 percent) with the largest proportion of low category (21.9 percent), while self-control showed the most favorable profile, with the largest medium category proportion (84.4 percent) and the smallest low category proportion (6.2 percent). These findings indicate that most students have not yet consistently applied self-regulation strategies throughout the process of writing their undergraduate thesis, particularly in monitoring their own learning progress. Guidance and counseling services are recommended to focus on strengthening metacognitive monitoring skills through structured group guidance and individual counseling programs.]]>
