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All Journal CALYPTRA : Jurnal Ilmiah Mahasiswa Universitas Surabaya Insight : Jurnal Pemikiran dan Penelitian Psikologi Jurnal Psikohumanika Personifikasi: Jurnal Ilmu Psikologi Jurnal Psikologi Pendidikan dan Konseling
Aniva Kartika
Fakultas Psikologi Universitas Surabaya
Arts Humanities Education Environmental Science Public Health Social Sciences

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Journal : Jurnal Psikologi Pendidikan dan Konseling

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The relationship among self-efficacy, teacher social support, and self-regulated learning of elementary school students Kartika, Aniva; Jannah, Miftachul
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 10 NUMBER 1 JUNE 2024
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v10i1.51323

Abstract

The goal of this study is to examine how self-efficacy and teacher social support relate to self-regulated learning in 4th and 5th-grade elementary school students. A quantitative correlation research method was employed, utilizing questionnaires to assess self-efficacy, teacher social support, and self-regulated learning. The research participants were 4th and 5th grade students in two elementary schools in Surabaya with a research sample of 156 people aged 9-12 years, comprising 91 girls and 65 boys. Data analysis was conducted using a multiple linear regression test utilizing IBM SPSS version 26. The result of this study showed that there is a relationship between self-efficacy and teacher's social support for self-regulated learning of elementary school students with a significant value (p=0.021). However, when analyzed individually, the self-efficacy variable did not significantly affect self-regulated learning (p = 0.596), whereas teacher social support did have a significant impact (p = 0.006). The coefficient of determination (R²) obtained was 0.079, indicating that self-efficacy and teacher social support together explain only 7.9% of the variance in self-regulated learning. This suggests that a substantial proportion of self-regulated learning in elementary school students is influenced by other factors 
Co-Authors . Hartanti Ambari, Prinda Kartika Mayang Diana Diana Evy Tjahjono Hartanti Hartanti Lena N. Panjaitan Lena Nesyana Panjaitan Maharani Dinda Kallista Margalo, Emilia Miftachul Jannah, Miftachul Panjaitan, Lena N Prinda Kartika Mayang Ambari Shella Tanriady Shella Tanriady