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Pradytia Putri Pertiwi
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Jurnal Psikologi: Indonesian Journal of Psychology
Published by Universitas Gadjah Mada
ISSN : 02158884     EISSN : 2460867X     DOI : https://doi.org/10.22146
Core Subject : Health, Education, Social,
Education Public Health Social Sciences
Jurnal Psikologi (jpsi) is an open-access journal, dedicated to the wide dissemination of novel and innovative empirical research in various aspects of psychology, with a particular interest – the development of psychology and behavioral sciences in the world. Jurnal Psikologi invites manuscripts in the areas: Clinical Psychology Psychology of Education Social Relation Developmental Psychology Cognitive Psychology Neuro Psychology Jurnal Psikologi (jpsi) accepts empirical-research articles in any psychology-related subjects and any research methodology (i.e., experimental, observational, ethnographic, survey, interpretive) that meet the standard publication in this journal. The primary target audiences of this journal are academicians, graduate students, practitioners, and other professionals with interest in psychology.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 471 Documents
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The Influence of Parenting Styles and Peer Support on Self-Regulated Learning in High School Students from Non-Intact Families Pramesti, Dini; Suryadi, Bambang
Jurnal Psikologi Vol 53, No 2 (2026): All articles in this issue were authored/co-authored by 17 authors from 4 count
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpsi.117989

Abstract

Self-regulated learning does not develop spontaneously but is shaped by the interaction between students’ internal factors and their external environment. Internal factors include knowledge, motivation, willingness, gender, and intelligence, while external factors comprise influences from family, school, and peers. This study examined the influence of parenting style and peer support on self-regulated learning among high school students from non-intact families, with self-adjustment as a mediator. The participants were 203 high school students from six schools in Depok, aged 15–19 years, who came from non-intact families, including single-parent families due to divorce or the death of a parent, as well as blended families with stepparents or stepsiblings. Data were collected using validated research instruments and analyzed through path analysis using SEM-PLS (Structural Equation Modeling–Partial Least Squares) with Smart PLS version 4. The results indicate that parenting style and peer support are positively associated with students’ self-regulated learning, whereas self-adjustment shows a negative relationship with self-regulated learning.

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