Learning achievement reviewed from self regulated learning, future orientation, and parental support
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Published: June 30, 2020
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Page: 71-80
Abstract
This study aimed to answer the main problem whether learning achievement could be viewed from self-regulated learning, future orientation and parental support to obtain empirical support. This research used quantitative methods, the sample of 103 people. The data was collected with instruments, scale (1) self-regulated learning, (2) future orientation and (3) parental support. Learning achievement used report card grades. The results showed that learning achievement could be viewed from self-regulated learning, future orientation and parental support. It got very significant empirical support., score F reg=43,155 dan p=0,000 (p<0,01). Self-regulated learning, future orientation, and parental support provided an effective contribution of 55.4% to learning achievement. The biggest SE was from parental support 37.4%, followed by self-regulated learning 12.7%, and future orientation 6.6%. Based on the findings, the researcher suggests: (1) parents need to maximize learning support for children, strengthen emotional support, instrumental, and informative support. (2) teachers need to introduce self-regulated learning to students. (3) teachers and parents to explore the future orientation of children or students well, so that they grow stronger for a more planned future. And (4) researchers recommend the following research in elementary, junior high, senior high school and PT.
Keywords
- Learning achievement
- self-regulated learning
- future orientation
- and parental support.
How to Cite
Yuzarion, Y., Agustiana, A. K., Alfaiz, A., Yandri, H., Musdizal, M., & Aulia, R. (2020). Learning achievement reviewed from self regulated learning, future orientation, and parental support. COUNS-EDU: The International Journal of Counseling and Education, 5(2), 71–80. https://doi.org/10.23916/0020200526820
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