Learning Persistence Mechanisms to Become a Resilient Learner
Abstract
Learning persistence among a generation of students prone to stress needs to be improved, internal factors such as self-regulated learning and external academic support are thought to influence persistence. Therefore, this study aims to examine the role of self-regulated learning as a mediator between academic support and student learning persistence. Therefore, this study aims to demonstrate the role of self-regulated learning as a mediator between academic support and student persistence. This quantitative research, conducted in South Sulawesi, Barru Regency, Tanate Riaja District, involved 213 students. The sample was determined using probability sampling. Data collection used the Perceived Academic Support Questionnaire (PASQ), Motivated Strategies for Learning Questionnaire (MSLQ), and Diligence Inventory (DI). Validity was tested using expert judgment, and reliability using Cronbach's Alpha, with reliability coefficients for the academic support scale = 0.882, self-regulated learning = 0.939, and diligence = 0.933. Data were analyzed using multiple linear regression analysis techniques in SPSS. The results showed that self-regulated learning partially mediated the relationship between academic support and persistence in high school students. The direct effect of academic support on persistence decreased from β = 0.648 (= 0.001) to β = 0.481 (p = 0.001), after the mediator variable was entered into the regression model. This finding indicates that academic support not only influences persistence directly, but also indirectly through students' self-regulated learning abilities
Ketekunan belajar pada generasi pelajar yang rentang stres perlu ditingkatkan, faktor internal seperti self- regulated learning dan eksternal academic support di anggap berpengaruh terhadap ketekunan. Oleh sebab itu penelitian ini bertujuan untuk meneliti adanya peran self-regulated learning sebagai mediator antara academic support terhadap ketekunan belajar siswa. Penelitian ini merupakan penelitian kuantitatif dengan jenis survei. Penelitian ini dilakukan di Sulawesi Selatan. Kab. Barru. Kec. Tanate Riaja. Partisipan penelitian sebanyak 213 siswa. Penentuan sampel yaitu dengan menggunakan probability sampling. Kemudian pengumpulan data menggunakan skala Perceived Academic Support Questionnaire (PASQ), Motivated Strategie For Learning Questionnaire (MSLQ) dan Diligence inventory (DI). Uji validitas menggunakan expert judgment kemudian uji reabilitas menggunakan Cronbach’s Alpha dengan nilai koefisien reabilitas skala academic support =0,882, self-regulated learning =0,939 dan diligence 0,933. Data dianalisis menggunakan tehnik analisis regresi linear berganda menggunakan SPSS.Hasil penelitian menunjukkan bahwa self-regulated learning memediasi secara parsial hubungan antara academic support terhadap ketekunan pada siswa SMA. Pengaruh langsung academic support terhadap ketekunan mengalami penurunan dari β =0,648 (=0,001) menjadi β=0,481 (p=0,001), setelah variabel meditor dimasukkan ke dalam model regresi. Temuan ini menunjukkan bahwa academic support tidak hanya mempegaruhi ketekunan secara langsung, tetapi juga secara tidak langsung melalui kemampuan self-regulated learning siswa.
Keywords
Full Text:
FULL TEXTReferences
Ahkam Alwi, M., & Fakhri, N. (2020). School Well-Being di Indonesia: Telaah Literatur. In Jurnal Psikologi Talenta Mahasiswa (Vol. 1, Number 3). Wahidah & Royanto.
Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519–535. https://doi.org/10.1080/02673843.2019.1679202
Arthur, C. (2000). The Relationships Between Student Diligence, Student Support The Relationships Between Student Diligence, Student Support Systems, Other Related Variables and Student Academic Systems, Other Related Variables and Student Academic Outcomes in High Schools in Grenada Outcomes in High Schools in Grenada Part of the Secondary Education and Teaching Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Recommended Citation. https://doi.org/10.32597/dissertations/199/This
Aziz, A. (2016). Hubungan Dukungan Sosial dengan Self Regulated Learning pada Siswa SMA Yayasan Perguruan Bandung Tembung. JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL, 8(2), 103. https://doi.org/10.24114/jupiis.v8i2.5155
Bahrodin, A. (2024). Hubungan Antara Peer Support Dan Academic Bouyancy Dengan Self Regulated Learning Sebagai Mediator Pada Mahasiswa Rantau. Risâlah Jurnal Pendidikan Dan Studi Islam, 10(1), 39–48. https://doi.org/10.31943/jurnal_risalah.v10i1.1000
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Beishuizen, J., & Steffens, K. (2011). A Conceptual Framework for Research on Self-Regulated Learning. In Self-Regulated Learning in Technology Enhanced Learning Environments (pp. 3–19). SensePublishers. https://doi.org/10.1007/978-94-6091-654-0_1
BERNARD, H., THAYER, J. D., & STREETER, E. A. (1993). Diligence and Academic Performance. Journal of Research on Christian Education, 2(2), 213–234. https://doi.org/10.1080/10656219309484785
Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 31(6), 445–457. https://doi.org/10.1016/S0883-0355(99)00014-2
Brubacher, M. R., & Silinda, F. T. (2019). Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students. The International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i4.4325
Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037/0022-0663.93.1.55
Chen, J. J.-L. (2005). Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents’ Academic Achievement: The Mediating Role of Academic Engagement. Genetic, Social, and General Psychology Monographs, 131(2), 77–127. https://doi.org/10.3200/MONO.131.2.77-127
Chung, M.-K. (2000). The development of self-regulated learning. Asia Pacific Education Review, 1(1), 55–66. https://doi.org/10.1007/BF03026146
Daniela, P. (2015). The Relationship Between Self-Regulation, Motivation And Performance At Secondary School Students. Procedia - Social and Behavioral Sciences, 191, 2549–2553. https://doi.org/10.1016/j.sbspro.2015.04.410
Dent, A. L., & Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003
Feather, N. T. (1962). The study of persistence. Psychological Bulletin, 59(2), 94–115. https://doi.org/10.1037/h0042645
Hirumi, A. (2002). A Framework for Analyzing, Designing, and Sequencing Planned Elearning Interactions. Quarterly Review of Distance Education, 3(2), 141–160. https://doi.org/10.1108/QRDE-06-2002-0003
Ilma, A. Z., Budiharti, R., & Ekawati, E. Y. (2021). Eksperimen Model Discovery Learning dan Problem Based Learning Didukung Modul LCDS Ditinjau dari Ketekunan Belajar Siswa SMA Materi Hukum Newton tentang Gerak. Jurnal Materi Dan Pembelajaran Fisika, 11(1), 17. https://doi.org/10.20961/jmpf.v11i1.47358
Imhof, M., Worthington, D., Burger, J., & Bellhäuser, H. (2024). Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1293736
Kakada, P., Deshpande, Y., & Bisen, S. (2019). Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction. Journal of Information Technology Education: Research, 18, 549–570. https://doi.org/10.28945/4461
Lee, V. E., & Smith, J. B. (1999). Social Support and Achievement for Young Adolescents in Chicago: The Role of School Academic Press. American Educational Research Journal, 36(4), 907–945. https://doi.org/10.3102/00028312036004907
Lei, H., Cui, Y., & Chiu, M. M. (2018). The Relationship between Teacher Support and Students’ Academic Emotions: A Meta-Analysis. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.02288
Lesmana, J., & Savitri, J. (2019). Tipe Student Academic Support dan Academic Buoyancy pada Mahasiswa. Humanitas, 3(3), 179–200.
Loeffler, S. N., Stumpp, J., Grund, S., Limberger, M. F., & Ebner-Priemer, U. W. (2019). Fostering self-regulation to overcome academic procrastination using interactive ambulatory assessment. Learning and Individual Differences, 75, 101760. https://doi.org/10.1016/j.lindif.2019.101760
Martínez-López, Z., Moran, V. E., Mayo, M. E., Villar, E., & Tinajero, C. (2024). Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement. European Journal of Psychology of Education, 39(2), 813–835. https://doi.org/10.1007/s10212-023-00752-y
Martínez-López, Z., Nouws, S., Villar, E., Mayo, M. E., & Tinajero, C. (2023). Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open, 5, 100291. https://doi.org/10.1016/j.ijedro.2023.100291
Metode penelitian psikologi (Pustaka belajar S Azwar - 2017. (n.d.).
Morelli, M., Chirumbolo, A., Baiocco, R., & Cattelino, E. (2023). Self-regulated learning self-efficacy, motivation, and intention to drop-out: The moderating role of friendships at University. Current Psychology, 42(18), 15589–15599. https://doi.org/10.1007/s12144-022-02834-4
Mtshweni, B. V. (2024). Perceived social support and academic persistence among undergraduate students: Mediation of sense of belonging and intrinsic motivation. Journal of Psychology in Africa, 34(1), 36–43. https://doi.org/10.1080/14330237.2024.2314366
Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198–215. https://doi.org/10.1016/j.ijer.2005.07.001
Nurrindar, M., & Wahjudi, E. (2021). Pengaruh Self-efficacy Terhadap Keterlibatan Siswa Melalui Motivasi Belajar (Vol. 9, Number 1). JPAK.
Oktaviani, U., Kumawati, S., Apriliyani, M. N., Nugroho, H., & Susanti, E. (2020). Identifikasi Faktor Penyebab Rendahnya Hasil Belajar Matematika Peserta Didik di SMK Negeri 1 Tonjong. MATH LOCUS: Jurnal Riset Dan Inovasi Pendidikan Matematika, 1(1), 1–6. https://doi.org/10.31002/mathlocus.v1i1.892
Peltier, G. L., Laden, R., & Matranga, M. (2000). Student Persistence in College: A Review of Research. Journal of College Student Retention: Research, Theory & Practice, 1(4), 357–375. https://doi.org/10.2190/L4F7-4EF5-G2F1-Y8R3
Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Puustinen, M., & Pulkkinen, L. (2001). Models of Self-regulated Learning: A review. Scandinavian Journal of Educational Research, 45(3), 269–286. https://doi.org/10.1080/00313830120074206
Ratnasari, D., Aqil, M., Halim, A., & Dahri, N. W. (2025). Hardiness, Proactive Personality dan Social Support terhadap Adaptability pada mahasiswa tingkat akhir Unimaju. Jurnal E-Bis, 9(1), 437–350. https://doi.org/10.37339/e-bis.v9i1.2439
Sayer, M., Chaput De Saintonge, M., Evans, D., & Wood, D. (2002). Support for students with academic difficulties. Medical Education, 36(7), 643–650. https://doi.org/10.1046/j.1365-2923.2002.01259.x
Tamardiyah, N. D. (2017). PADA HASIL BELAJAR MATEMATIKA SMP. Jurnal Manajemen Pendidikan, 12(1), 26–37.
Voisin, L. E., Phillips, C., & Afonso, V. M. (2023). Academic-Support Environment Impacts Learner Affect in Higher Education. Student Success, 14(1), 47–59. https://doi.org/10.5204/ssj.2588
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30(4), 173–187. https://doi.org/10.1207/s15326985ep3004_2
Wu, X., Liu, H., Xiao, L., & Yao, M. (2024). Reciprocal Relationship Between Learning Interest and Learning Persistence: Roles of Strategies for Self-Regulated Learning Behaviors and Academic Performance. Journal of Youth and Adolescence, 53(9), 2080–2096. https://doi.org/10.1007/s10964-024-01994-9
Zhu, M., & Doo, M. Y. (2022). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Computing in Higher Education, 34(2), 321–342. https://doi.org/10.1007/s12528-021-09301-2
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313. https://doi.org/10.1016/0361-476X(86)90027-5
DOI: http://dx.doi.org/10.30872/psikoborneo.v14i2.23523
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Nurhikmah L & Farida Harahap
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Psikoborneo: Jurnal Ilmiah Psikologi indexed by :
Psikoborneo: Jurnal Ilmiah Psikologi published by Faculty of Social and Political Sciences, University of Mulawarman, Samarinda, East Kalimantan. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
________________________________________
Psikoborneo: Jurnal Ilmiah Psikologi
Department of Psychology
Faculty of Social and Political Sciences, University of Mulawarman
Jl. Muara Muntai Kampus Gn. Kelua Samarinda 75411
Phone: +62 813 35350368
E-Mail: psikoborneo@gmail.com / psikoborneo@fisip.unmul.ac.id