Self-Regulated Learning and Academic Achievement Among Elementary School Students
- 10.2991/aes-18.2019.67How to use a DOI?
- academic achievement; elementary school students; self-regulated learning
Education does not only give students knowledge and change in behavior but enable them to become lifelong learners who are able to develop. Learning will be effective if students have active and initiative role in learning by possessing self-regulated learning ability. This study was aimed to obtain empirical data about the correlation of self-regulated learning to academic achievement of elementary school students in 2017/2018 academic year. The method used correlational study. Population in this study were students of class IV SDN Pelita with total of 134 students. Sampling technique used purposive sampling technique with total of 100 students. Data collection method was done by using questionnaire for self-regulated learning and documentation study for students’ academic achievement. Data analysis technique was aided by SPSS version 20. The study result showed that there is significant correlation of self-regulated learning to academic achievement among elementary school students that is 0.340. It showed that self-regulated learning contributes 34% to students’ academic achievement. Therefore, there should be effort to guide students to be able to enhance self-regulated learning so they can enhance their academic achievement. Hence, educating students to be able to self-regulate their learning will arouse their intrinsic motivation to learn.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Feby Inggriyani AU - Acep Roni Hamdani PY - 2019/04 DA - 2019/04 TI - Self-Regulated Learning and Academic Achievement Among Elementary School Students BT - Proceedings of the 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 289 EP - 292 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.67 DO - 10.2991/aes-18.2019.67 ID - Inggriyani2019/04 ER -