Profiling Eight Dimensions of Self-Regulation Among Tenth-Grade Students at an Indonesian Public High School in the Post-Pandemic Context
DOI:
https://doi.org/10.33387/j.edu.v24i2.10541Keywords:
academic achievement, high school students, learning, SDG 4, quality education, self-regulationAbstract
Self-regulation is essential for academic success, yet research examining its multidimensional profile among high school students in the post-pandemic period remains limited. This study aimed to examine and describe self-regulation among Grade 10 students at SMA Negeri 3 Bandung across eight dimensions and identify areas requiring targeted intervention. A quantitative descriptive approach with a cross-sectional design was employed. Using purposive sampling, 63 Grade 10 students were selected from a population of 194, with the sample size determined using Slovin’s formula at a 10% margin of error. Data were collected using a 97-item Likert-scale questionnaire assessing goal setting, learning strategies, self-monitoring, environmental regulation, time management, evaluation of learning outcomes, attribution of learning outcomes, and adaptation of learning methods. Descriptive statistics and Pearson correlation analysis were applied. The instrument demonstrated excellent internal consistency (Cronbach’s alpha = 0.892). Most students fell within the moderate category across most dimensions (47.2%–55.6%). Learning strategies and time management showed the greatest deficits, with 38.9% of students classified as low or very low in each dimension. In contrast, attribution of learning outcomes emerged as a relative strength, with 55.5% classified as high or very high. Interdimensional correlations were positive (r = 0.45–0.68), with the strongest association observed between self-monitoring and evaluation of learning outcomes (r = 0.68; p < 0.01), suggesting an integrated system of self-regulation. Overall, students demonstrated moderate self-regulation, highlighting the need for targeted interventions in learning strategies and time management. Individual and group counseling services, alongside structured training, are recommended to strengthen students’ self-regulation in the post-pandemic context.
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