Research Article
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Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students

Year 2020, Volume: 8 Issue: 1, 33 - 45, 15.03.2020
https://doi.org/10.17478/jegys.664548

Abstract





The aim
of study is to get the effect of self-regulated learning in the guidance and
counseling services for students. Research model is quantitative by using
correlation design to predict the values and model of the relationship between
variables. Data collection tools in this study used four scales, among others
interest to learning scale, motivation to learning scale, study habit scale,
self-regulated learning. The result from this study shows
that there is
direct effect of interest and motivation with independent learning in the
amount of 0,031 or 3,1% and there is direct effect of interest and motivation
with behaviour to learn in the amount of 0,687 or 68,7%. The result showed that
empirically proven that cognitive, motivation, and behaviour influence to
self-regulated learning. The personal-social purpose of guidance and counseling
is becoming the students’ target in achieving optimal development. Therefore,
self-regulated learning is extremely necessary. Obtaining the insight about
self-regulated learning has the potential to give valuable information.



Supporting Institution

Beasiswa Unggulan Dosen Indonesia – Dalam Negeri (BUDI-DN)

Project Number

215715241081823

Thanks

This work was supported by the Beasiswa Unggulan Dosen Indonesia – Dalam Negeri (BUDI-DN) in collaboration with Lembaga Pengelola Dana Pendidikan (LPDP), and the grant number is 215715241081823 in 2016.

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260.
  • Arifa, F.N., & Prayitno, U.S. (2019). Peningkatan kualitas pendidikan: program pendidikan profesi guru prajabatan dalam pemenuhan kebutuhan guru professional di Indonesia. Aspirasi: Jurnal Masalah-Masalah Sosial, 10(1), 1-17.
  • Asosiasi Bimbingan dan Konseling Indonesia (ABKIN). (2007). Penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. Bandung: ABKIN.
  • Balapumi R., Von Konsky, B.R., Aitken, A., Mc-Meekin, D.A. (2016). Factors Influencing University Students’ Self-Regulation of Learning: an Exploratory Study. Proceedings of the Australian Computer Science Week Multi-Conference 2016.
  • Bembenutty, H. (2011). Introduction: Self-regulation of learning in postsecondary education. New Directions for Teaching and Learning, 2011(126), 3-8. doi: 10.1002/tl.439
  • Bozpolat, E. (2016). Investigation of the self-regulated learning strategies of students from the faculty of education using ordinal logistic regression analysis. Educational Sciences: Theory & Practice, 16, 301-318. DOI 10.12738/estp.2016.1.0281
  • Bungin, B. (2005). Metodologi penelitian kuantitatif.: komunikasi, ekonomi, dan kebijakan publik serta ilmu-ilmu sosial lainnya. Jakarta: Kencana Prenada Media Group.
  • Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3), 245-281.
  • Chung, M. K. (2000). The development of self-regulated learning. The Institute of Asia Pasific Education Development, 1, (1), 55-56.
  • Clemons, T.L. (2008). Underachieving gifted students: A social cognitive model. The National Research Centre on The Gifted and talented. Universutay of Virginia.
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Boston: Pearson Education, Inc.
  • Dahir, C.A. & Stone, C.B. (2007). School Counseling at the Crossroads of Change. American Counseling Association-Professional Counseling Digest (ACAPCD-05). Alexandria, VA: American Counseling Association.
  • Filho, M. K. C. (2001). A review on theories of self-regulation of learning. Bull. Grad. Shool Educ. Hiroshima Univ, Part III, 50, 437-445.
  • Griffin, P., & Mc Gaw, B. (2012). Assessment and teaching of 21st century skills. New York: Springer.
  • Gysbers, N.C., & Henderson, P. (2006). Developing and managing your school guidance and counseling program (4th Ed.). Alexandria, VA: ACA.
  • Jansen, R.S., Leeuwen, A.van., Janssen, J., Kester, L., Kalz, M. (2016). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 28(2).
  • Jarvela, S., & Jarvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
  • Karlen, Y., Compagnoni, M., Hirt, C., Suter, F., Merki, K.M. (2016). 21st century main competence: Self-regulated learning from kindergarten to higher education. https://www.openaccessgovernment.org/wp-content/uploads/2016/11/University-of-Zurich-Institute-of-Education-6884-WEB2.pdf.
  • Kramarski, B. & Kohen, Z. (2017). Promoting preservices teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs specific prompts. Metacognition Learning, 12(2), 157-191. DOI 10.1007/s11409-016-9164-8
  • Montalvo, F.T. & Torres, M.C.G. (2004). Self-Regulated Learning: Current and Future Direction. Electronic Journal of Research in Educational Psychology, 2 (1): 1-34.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological review, 91(3), 328.
  • Ormrod, J.E. (2009). Essentials of educational psychology (2nd edition). University of Northern Colorado: Pearson.
  • Pintrich, P.R., Smith, D.A.F.,Garcia, T., Mckeachie, W.J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249--284). San Diego, CA: Academic Press.
  • Pintrich, P.R. (2004). A conceptual framework for assesing motivation and self-regulated learn in college students. Educational Psychology Review,16, 4386-407.
  • Schiefele, U., & Krapp, A. (1992). New version of “Study interest questionnaire”. https://www.researchgate.net/publication/281228309_New_version_of_Study_interest_questionnaire
  • Siddaiah-Subramanya, M., Nyandowe, M., & Zubair, O. (2017). Self-regulated learning: why is it important compared to traditional learning in medical education?. Advances in medical Education and Practice, 8, 243-246.
  • Sholeh. A. (2019). Self-Regulated Learners in Voluntary Reading: The Effect and Implications on EFL Reading Classes. Journal for the Education of Gifted Young, 7(4), 867-883, DOI: http://dx.doi.org/10.17478/jegys.621021
  • Solimun. (2002). Structural Equation Modelling (SEM) Lisrel dan Amos. Malang: Penerbit Universitas Negeri Malang.
  • Sungur, S. (2009). The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement. Elementary Education Online, 8(3), 883-900, 2009.
  • Tortop, H.S. (2015). A Comparison of Gifted and Non-Gifted Students’ Self-Regulation Skills for Science Learning. Journal for the Education of Gifted Young 3(1), 42-57. DOI: http://dx.doi.org/10.17478/JEGYS.2015112017
  • Usher, E.L. & Pajares, F. (2008). Self-Efficacy for Self-Regulated Learning: A Validation Study. Educational and Psychological Measurement 2008, 68, 443.
  • Virtanen, P., Niemi, H.M., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers’ professional competences. Australian Journal of Teacher Education, 42(12), 1-20.
  • Wagimin, Prawitasari, J.E., Handarini, D.M., Triyono. (2015). Keefektifan refleksi dan penstrukturan ulang kognitif pada pengambilan keputusan karier siswa SMA. Jurnal Pendidikan Humaniora, 3(1), 14-12.
  • Wahyuni, F., Wiyono, B.B., Atmoko. A., Hambali, IM. (2019). Assessing relationships between emotional intelegence, school climate, amd school counselors burnout: a structural equation model. Journal for the Education of Gifted Young Scientists, 7(4), 1361-1374. DOI: http://dx.doi.org/10.17478/jegys.639397
  • Wang, B. (2004). Self-regulated learning strategies and self-eficcacy beliefs of children learning English as a second language, Desertation, the Ohio State University. Columbus: Ohio.
  • Ward, I. (1972). The study habits of college students. The Vocational Aspect of Education, 24(58), 101-104.
  • Willard, T. (2016). Managing the Future: 10 Driving Forces of Change for the 90s’. The Futurist July-Aug. 1991: 35+. InfoTrac Social Science Collection 2017. Web. 27 Oct. 2016.
  • Wolters, C.A, Pintrich,P.R., & Karabenick,S.A. (2003). Assesing Academic Self-regulated Learning. Prepared for the Conference on Indicators of Positive Development: ChildTrends.
  • Zimmerman, B.J. (1989). A social cognitive view of Self-regulated academic learning. Journal of Educational Psychology, 81 (3): 329-339.
  • Zimmerman, B.J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
  • Zumbrunn, S., Tadlock, J., & Roberts, E.D. (2011). Encouraging Self-Regulated Learning in the Classroom: a review of the literature. MERC (Metropolitan Educational Research Consortium), 3-20.
Year 2020, Volume: 8 Issue: 1, 33 - 45, 15.03.2020
https://doi.org/10.17478/jegys.664548

Abstract

Project Number

215715241081823

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260.
  • Arifa, F.N., & Prayitno, U.S. (2019). Peningkatan kualitas pendidikan: program pendidikan profesi guru prajabatan dalam pemenuhan kebutuhan guru professional di Indonesia. Aspirasi: Jurnal Masalah-Masalah Sosial, 10(1), 1-17.
  • Asosiasi Bimbingan dan Konseling Indonesia (ABKIN). (2007). Penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. Bandung: ABKIN.
  • Balapumi R., Von Konsky, B.R., Aitken, A., Mc-Meekin, D.A. (2016). Factors Influencing University Students’ Self-Regulation of Learning: an Exploratory Study. Proceedings of the Australian Computer Science Week Multi-Conference 2016.
  • Bembenutty, H. (2011). Introduction: Self-regulation of learning in postsecondary education. New Directions for Teaching and Learning, 2011(126), 3-8. doi: 10.1002/tl.439
  • Bozpolat, E. (2016). Investigation of the self-regulated learning strategies of students from the faculty of education using ordinal logistic regression analysis. Educational Sciences: Theory & Practice, 16, 301-318. DOI 10.12738/estp.2016.1.0281
  • Bungin, B. (2005). Metodologi penelitian kuantitatif.: komunikasi, ekonomi, dan kebijakan publik serta ilmu-ilmu sosial lainnya. Jakarta: Kencana Prenada Media Group.
  • Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3), 245-281.
  • Chung, M. K. (2000). The development of self-regulated learning. The Institute of Asia Pasific Education Development, 1, (1), 55-56.
  • Clemons, T.L. (2008). Underachieving gifted students: A social cognitive model. The National Research Centre on The Gifted and talented. Universutay of Virginia.
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Boston: Pearson Education, Inc.
  • Dahir, C.A. & Stone, C.B. (2007). School Counseling at the Crossroads of Change. American Counseling Association-Professional Counseling Digest (ACAPCD-05). Alexandria, VA: American Counseling Association.
  • Filho, M. K. C. (2001). A review on theories of self-regulation of learning. Bull. Grad. Shool Educ. Hiroshima Univ, Part III, 50, 437-445.
  • Griffin, P., & Mc Gaw, B. (2012). Assessment and teaching of 21st century skills. New York: Springer.
  • Gysbers, N.C., & Henderson, P. (2006). Developing and managing your school guidance and counseling program (4th Ed.). Alexandria, VA: ACA.
  • Jansen, R.S., Leeuwen, A.van., Janssen, J., Kester, L., Kalz, M. (2016). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 28(2).
  • Jarvela, S., & Jarvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
  • Karlen, Y., Compagnoni, M., Hirt, C., Suter, F., Merki, K.M. (2016). 21st century main competence: Self-regulated learning from kindergarten to higher education. https://www.openaccessgovernment.org/wp-content/uploads/2016/11/University-of-Zurich-Institute-of-Education-6884-WEB2.pdf.
  • Kramarski, B. & Kohen, Z. (2017). Promoting preservices teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs specific prompts. Metacognition Learning, 12(2), 157-191. DOI 10.1007/s11409-016-9164-8
  • Montalvo, F.T. & Torres, M.C.G. (2004). Self-Regulated Learning: Current and Future Direction. Electronic Journal of Research in Educational Psychology, 2 (1): 1-34.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological review, 91(3), 328.
  • Ormrod, J.E. (2009). Essentials of educational psychology (2nd edition). University of Northern Colorado: Pearson.
  • Pintrich, P.R., Smith, D.A.F.,Garcia, T., Mckeachie, W.J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249--284). San Diego, CA: Academic Press.
  • Pintrich, P.R. (2004). A conceptual framework for assesing motivation and self-regulated learn in college students. Educational Psychology Review,16, 4386-407.
  • Schiefele, U., & Krapp, A. (1992). New version of “Study interest questionnaire”. https://www.researchgate.net/publication/281228309_New_version_of_Study_interest_questionnaire
  • Siddaiah-Subramanya, M., Nyandowe, M., & Zubair, O. (2017). Self-regulated learning: why is it important compared to traditional learning in medical education?. Advances in medical Education and Practice, 8, 243-246.
  • Sholeh. A. (2019). Self-Regulated Learners in Voluntary Reading: The Effect and Implications on EFL Reading Classes. Journal for the Education of Gifted Young, 7(4), 867-883, DOI: http://dx.doi.org/10.17478/jegys.621021
  • Solimun. (2002). Structural Equation Modelling (SEM) Lisrel dan Amos. Malang: Penerbit Universitas Negeri Malang.
  • Sungur, S. (2009). The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement. Elementary Education Online, 8(3), 883-900, 2009.
  • Tortop, H.S. (2015). A Comparison of Gifted and Non-Gifted Students’ Self-Regulation Skills for Science Learning. Journal for the Education of Gifted Young 3(1), 42-57. DOI: http://dx.doi.org/10.17478/JEGYS.2015112017
  • Usher, E.L. & Pajares, F. (2008). Self-Efficacy for Self-Regulated Learning: A Validation Study. Educational and Psychological Measurement 2008, 68, 443.
  • Virtanen, P., Niemi, H.M., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers’ professional competences. Australian Journal of Teacher Education, 42(12), 1-20.
  • Wagimin, Prawitasari, J.E., Handarini, D.M., Triyono. (2015). Keefektifan refleksi dan penstrukturan ulang kognitif pada pengambilan keputusan karier siswa SMA. Jurnal Pendidikan Humaniora, 3(1), 14-12.
  • Wahyuni, F., Wiyono, B.B., Atmoko. A., Hambali, IM. (2019). Assessing relationships between emotional intelegence, school climate, amd school counselors burnout: a structural equation model. Journal for the Education of Gifted Young Scientists, 7(4), 1361-1374. DOI: http://dx.doi.org/10.17478/jegys.639397
  • Wang, B. (2004). Self-regulated learning strategies and self-eficcacy beliefs of children learning English as a second language, Desertation, the Ohio State University. Columbus: Ohio.
  • Ward, I. (1972). The study habits of college students. The Vocational Aspect of Education, 24(58), 101-104.
  • Willard, T. (2016). Managing the Future: 10 Driving Forces of Change for the 90s’. The Futurist July-Aug. 1991: 35+. InfoTrac Social Science Collection 2017. Web. 27 Oct. 2016.
  • Wolters, C.A, Pintrich,P.R., & Karabenick,S.A. (2003). Assesing Academic Self-regulated Learning. Prepared for the Conference on Indicators of Positive Development: ChildTrends.
  • Zimmerman, B.J. (1989). A social cognitive view of Self-regulated academic learning. Journal of Educational Psychology, 81 (3): 329-339.
  • Zimmerman, B.J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
  • Zumbrunn, S., Tadlock, J., & Roberts, E.D. (2011). Encouraging Self-Regulated Learning in the Classroom: a review of the literature. MERC (Metropolitan Educational Research Consortium), 3-20.
There are 43 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Thinking Skills
Authors

Cindy Asli Pravesti 0000-0002-7363-275X

Bambang Wiyono 0000-0001-8351-5453

Dany Moenindyah Dany Moenindyah 0000-0001-9309-8032

Triyono Triyono.fip@um.ac.id 0000-0003-2054-514X

Adi Atmoko 0000-0001-5026-0909

Project Number 215715241081823
Publication Date March 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Pravesti, C. A., Wiyono, B., Dany Moenindyah, D. M., Triyono.fip@um.ac.id, T., et al. (2020). Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students. Journal for the Education of Gifted Young Scientists, 8(1), 33-45. https://doi.org/10.17478/jegys.664548
AMA Pravesti CA, Wiyono B, Dany Moenindyah DM, Triyono.fip@um.ac.id T, Atmoko A. Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students. JEGYS. March 2020;8(1):33-45. doi:10.17478/jegys.664548
Chicago Pravesti, Cindy Asli, Bambang Wiyono, Dany Moenindyah Dany Moenindyah, Triyono Triyono.fip@um.ac.id, and Adi Atmoko. “Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students”. Journal for the Education of Gifted Young Scientists 8, no. 1 (March 2020): 33-45. https://doi.org/10.17478/jegys.664548.
EndNote Pravesti CA, Wiyono B, Dany Moenindyah DM, Triyono.fip@um.ac.id T, Atmoko A (March 1, 2020) Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students. Journal for the Education of Gifted Young Scientists 8 1 33–45.
IEEE C. A. Pravesti, B. Wiyono, D. M. Dany Moenindyah, T. Triyono.fip@um.ac.id, and A. Atmoko, “Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students”, JEGYS, vol. 8, no. 1, pp. 33–45, 2020, doi: 10.17478/jegys.664548.
ISNAD Pravesti, Cindy Asli et al. “Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students”. Journal for the Education of Gifted Young Scientists 8/1 (March 2020), 33-45. https://doi.org/10.17478/jegys.664548.
JAMA Pravesti CA, Wiyono B, Dany Moenindyah DM, Triyono.fip@um.ac.id T, Atmoko A. Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students. JEGYS. 2020;8:33–45.
MLA Pravesti, Cindy Asli et al. “Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 1, 2020, pp. 33-45, doi:10.17478/jegys.664548.
Vancouver Pravesti CA, Wiyono B, Dany Moenindyah DM, Triyono.fip@um.ac.id T, Atmoko A. Examining The Effects of Guidance and Counseling Services to The Self-Regulated Learning for College Students. JEGYS. 2020;8(1):33-45.