The Relationship Between Self-Regulated Learning With Student Engagement in College Students Who Have Many Roles

Abstract

This research examined the relationship between self-regulated learning with student engagement in college students who have many roles. In performing their roles, college student needs to do self-regulated learning as a strategy in order to keep having student engagement, so they can reach their academic success. Self-regulated learning is a process of planning and controlling student’s cognitive, emotion, behavior, and environment to reach academic success. Student engagement is student’s involvement in emotion, cognitive, and behavior aspects of doing academic task and still persevere despite obstacles. This research involved 206 college students in X University, that consists of 114 males and 92 females. Researcher used two measuring instruments, those were Self-Regulated Learning instrument from Universitas Tarumanagara which was adapted by Monica (2013) and Student Course Engagement Quotient (SCEQ) by Handelsman et al. (2005). Analysis used pearson correlation technique, and obtained r (206) = 0.262, p = 0.000 < 0.05. The result indicates that there is a positive and significant correlation between self-regulated learning and student engagement.