Self-Regulated Learning Model in Learning Mathematics in State High School Students in Bekasi City and Regency (Analysis of Amos Version 24 Application)
Year: 2025
Type: article
Study design: Observational Study
Abstract: The purpose of this study was to test the theoretical model stating that: "The Influence/Role of Growth Mindset directly, Parental Social Support, Emotional Intelligence through self-efficacy on students' self-regulated learning Fit (in accordance) with empirical data?". And also to determine the correlation relationship between variables, namely: 1). Testing the Influence of Growth Mindset directly on Self-Regulated Learning. 2). Testing the Influence of Parental Social Support directly on self-regulated learning 3). Testing Parental Social Support on self-regulated Learning through self-efficacy. 4). Testing the influence of emotional intelligence directly on self-regulated learning. 5). Testing the influence of Emotional Intelligence on self-regulated learning through self-efficacy. 6). Testing the Influence of self-efficacy on self-regulated learning. The research method is a quantitative survey method, and data analysis with SEM (AMOS version 24, Population & sample are students of SMAN Kota Bekasi and SMAN Kabupaten Bekasi totaling 240 samples. The results of the study explain 1). The relationship between GM-SRL with a value of P = 0.007 <0.05, then H1 is accepted, meaning that there is a direct influence of Growth Mindset on self-regulated learning. 2). The relationship between DS-SRL with a value of P = 0.025 <0.05, then H2 is accepted, meaning that there is a direct influence of Parental Social Support on self-regulated learning. 3). The relationship between KE-SRL with a value of P = 0.000 <0.05, then H3 is accepted, meaning that there is a direct influence of Emotional Intelligence on self-regulated learning. 4). The relationship between DS-SE -SRL with a value of P = 0.013 <0.05, then H4 is accepted, meaning that there is an influence of Parental Social Support on Self-regulated learning through the mediator Self Efficacy. 5). The relationship between KE-SE-SRL with a value of P = 0.010 <0.05, then H5 is accepted, meaning that there is an influence of Emotional Intelligence on Self-regulated learning through the Self-efficacy variable. 6) The relationship between SE-SRL with a value of P = 0.000 < 0.05, then, H6 is accepted, meaning that there is an influence of Self Efficacy on self-regulated learning. So it can be concluded that the study with N = 240 is significant, meaning that because the value of P < 0.05 means that Ha is accepted and all variables are Valid, stated to have a role in self-regulated learning.
Authors: Student S3 Universitas Persada Indonesia.YAI, Afrina Sari, Asmadi Asla, Lectures S3 Universitas Persada Indonesia.YAI, Anizar Rahayu, Lectures S3 Universitas Persada Indonesia.YAI
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410975555