Research Article
Analysis of Increasing Student Achievement: The Role of Self-Regulation and Academic Guidance
@INPROCEEDINGS{10.4108/eai.22-7-2023.2335421, author={Althaffauz Najwa Darmawan and Fatmah Bagis and Mega Aprillia Pratamasari and Nia Nurmayanti}, title={Analysis of Increasing Student Achievement: The Role of Self-Regulation and Academic Guidance }, proceedings={Proceedings of the 2nd International Conference on Social Sciences, ICONESS 2023, 22-23 July 2023, Purwokerto, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICONESS}, year={2023}, month={9}, keywords={academic achievement academic guidance self-regulation in learning}, doi={10.4108/eai.22-7-2023.2335421} }- Althaffauz Najwa Darmawan
Fatmah Bagis
Mega Aprillia Pratamasari
Nia Nurmayanti
Year: 2023
Analysis of Increasing Student Achievement: The Role of Self-Regulation and Academic Guidance
ICONESS
EAI
DOI: 10.4108/eai.22-7-2023.2335421
Abstract
Zimmerman's Theory and Social cognitive theory were used to underlie this research. This research aims to determine student academic achievement from the influence of self-regulation in learning and academic guidance. The population in this research was students of one of the Islamic universities in Purwokerto totaling 2500 students and the sample used was 427 students. Data collection uses questionnaires that are shared online, then the data is processed using PLS (Part Least Square). The results showed that self-regulation in learning affects student academic achievement, while academic guidance does not affect student academic achievement.
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