cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dedy Surya
Contact Email
dedysurya@iainlangsa.ac.id
Phone
+6285260746454
Journal Mail Official
inspira@iainlangsa.ac.id
Editorial Address
Jalan Meurandeh, Meurandeh, Langsa Lama, Kota Langsa, Aceh 24411
Location
Kota langsa,
Aceh
INDONESIA
INSPIRA: Indonesian Journal of Psychological Research
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 27227634     EISSN : 27227642     DOI : https://doi.org/10.32505/inspira
Core Subject : Religion, Humanities, Social,
Religion Humanities Social Sciences
INSPIRA: Indonesian Journal of Psychological Research accepts empirical-research articles in any psychology-related subjects and any research methodology (i.e., experimental, observational, ethnographic, survey, interpretive) corresponding to the area of psychology or behavioral science that meet the standard publication in this journal that fall within the Islamic context. The broad range of Islamic context published by the journal includes, but not limited to, research in Muslim populations, mental health issue preventions, mental health interventions in Islamic traditions, etc.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 141 Documents
 11   12   13   14   15 
Teacher support and students’ learning independence: A self-determination theory perspective among junior high school students in Indonesia Khaulah Aisyah Putri Siswanto; Jihan Diafatma; Chairiah Yulianti Siregar; Inggrit Puspita Sari; Ferida Laia
INSPIRA: Indonesian Journal of Psychological Research Vol. 7 No. 1 (2026): Vol. 7 No. 1 June 2026
Publisher : Institut Agama Islam Negeri Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/inspira.v7i1.14469

Abstract

Students’ learning independence is an important objective in contemporary education, as students are expected to regulate their learning, demonstrate responsibility, and adapt to academic demands. Teachers play an important role in supporting students’ autonomy through guidance, motivation, and supportive learning environments. This study aimed to examine the relationship between teacher roles and students’ learning independence among junior high school students in Indonesia. A quantitative correlational design was employed involving 32 students from SMP Swasta Al-Ihsan Mulia Medan, Indonesia. Data were collected using two Likert-scale instruments measuring teacher roles and students’ learning independence and analyzed using simple linear regression after normality and linearity tests. The results showed a significant positive relationship between teacher roles and students’ learning independence (R = .544, R² = .296, F = 12.626, p = .001). Teacher roles explained 29.6% of the variance in students’ learning independence, while the remaining 70.4% was explained by other factors. These findings suggest that teachers function not only as knowledge providers but also as facilitators of students’ autonomy, motivation, and self-regulated learning. Future research should involve larger samples and consider additional factors, such as self-efficacy, intrinsic motivation, and family support.

Page 15 of 15 | Total Record : 141

 11   12   13   14   15 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): Vol. 7 No. 1 June 2026 Vol. 6 No. 2 (2025): Vol. 6 No. 2 December 2025 Vol. 6 No. 1 (2025): Vol. 6 No. 1 June 2025 Vol 5 No 2 (2024): Vol. 5 No. 2 December 2024 Vol 5 No 1 (2024): Vol. 5 No. 1 June 2024 Vol 4 No 2 (2023): Vol. 4 No. 2 December 2023 Vol 4 No 1 (2023): Vol. 4 No. 1 June 2023 Vol 3 No 2 (2022): Vol. 3 No. 2 December 2022 Vol 3 No 1 (2022): Vol. 3 No. 1 June 2022 Vol 2 No 2 (2021): Vol. 2 No. 2 December 2021 Vol 2 No 1 (2021): Vol. 2 No. 1 June 2021 Vol 1 No 2 (2020): Vol. 1 No. 2 December 2020 Vol 1 No 1 (2020): Vol. 1 No. 1 June 2020 More Issue