College Students' Experience With Remote Learning : The Role Of Self-Regulated Online Learning And Perceived Social Support On Academic Motivation
DOI:
https://doi.org/10.21009/JPPP.122.03Keywords:
Academic motivation, self-regulated online learning, Perceived social support, Remote learningAbstract
College students have higher academic requirements and responsibilities compared to previous education levels. Being academically motivated is very important so that success at college can be achieved. However, remote learning due to COVID-19 pandemic rises new challenges for college students in maintaining their academic motivation level. Previous research has shown that self-regulated learning (SRL) and perceived social support have a significant positive relationship with academic motivation. This study aims to determine the effect of self-regulated online learning (SROL) which is SRL in an online learning environment, as well as perceived social support on the academic motivation of college students who participated in remote learning, either fully online or blended learning between online and offline. A total of 162 undergraduate and postgraduate students were involved in this study. Academic motivation is measured through the Academic Motivation Scale (AMS); SROL is measured through the Self-Regulated Online Learning (SROL) scale; and perceived social support is measured through the Multidimensional Scale of Perceived Social Support (MSPSS). The results of multiple linear regression analysis indicate that SROL and perceived social support together have a positive and significant effect of 35.9% on academic motivation. Furthermore, SROL was found to make a greater contribution to the academic motivation of college students participating in remote learning compared to perceived social support.
References
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Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321–329. https://doi.org/10.1108/ILS-04-2020-0114
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Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501.11
Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2022). Students’ motivation and engagement in higher education: the importance of attitude to online learning. Higher Education, 83(2), 317–338. https://doi.org/10.1007/s10734-020-00657-5
Gravetter, F. J., & Wallnau, L. B. (2016). Statistics for the behavioral sciences (10 ed.). Cengage Learning.
Hakan, K., & Münire, E. (2014). Academic motivation: Gender, domain and grade differences. Procedia - Social and Behavioral Sciences, 143, 708–715. https://doi.org/10.1016/j.sbspro.2014.07.469
Legault, L. (2016). Intrinsic and extrinsic motivation. Dalam Encyclopedia of Personality and Individual Differences (hlm. 1–4). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-28099-8_1139-1
Li, G., Luo, H., Lei, J., Xu, S., & Chen, T. (2022). Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19. Education Sciences, 12(4), 245. https://doi.org/10.3390/educsci12040245
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Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327. https://doi.org/10.1080/02796015.2002.12086158
Magay, V. F., & Gorospe, J. D. (2022). Motivation for learning in virtual environments, online self-regulated learning, and writing performance of OMSC students. International Journal of Educational Research & Social Sciences, 3(2), 1016–1041. https://doi.org/10.51601/ijersc.v3i2.329
Meiliawati, R., & Sari, A. R. P. (2021). Analisis kemampuan regulasi diri Dan motivasi belajar mahasiswa pada masa pembelajaran daring. Jurnal Ilmiah Kanderang Tingang, 12(02), 175–184. https://doi.org/10.37304/jikt.v12i02.132
Mustika, N. P., & Royanto, L. R. M. (2021). Peran motivasi sebagai mediator antara kesiapan belajar daring dan pengalaman belajar mahasiswa di masa pandemi COVID-19. Jurnal Psikologi Ulayat. https://doi.org/10.24854/jpu187
Muttaqin, V. A., & Hidayati, I. A. (2022). Pengalaman kesepian pada mahasiswa rantau selama pandemi Covid-19. Psikostudia : Jurnal Psikologi, 11(4), 587–602. https://doi.org/http://dx.doi.org/10.30872/psikostudia.v11i4
Noviani, M. C., & Sa’adah, N. (2022). Gambaran kesepian pada mahasiswa selama pembelajaran daring. Al-Irsyad: Jurnal Pendidikan dan Konseling, 12(1), 238–250. https://doi.org/http://dx.doi.org/10.30829/alirsyad.v12i1.11563
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Dalam Handbook of Self-Regulation (hlm. 451–502). Elsevier. https://doi.org/10.1016/B978-012109890-2/50043-3
Pranitasari, D., & Noersanti, L. (2017). Intrinsic and extrinsic factors to affect Students learning motivation (Case study on the First degree students in STIE Indonesia). International Journal of Applied Business and Economic Research, 15(25), 1–8. Diakses dari https://serialsjournals.com/abstract/63002_1.pdf
Puteri, A. P., & Dewi, D. K. (2021). Hubungan antara kontrol diri dan dukungan sosial dengan motivasi belajar pada mahasiswa psikologi Universitas Negeri Surabaya. Character: Jurnal Penelitian Psikologi, 8(6), 1–13. Diambil dari https://ejournal.unesa.ac.id/index.php/character/article/view/41517
Rosa, N. N. (2020). Hubungan dukungan sosial terhadap motivasi belajar daring mahasiswa pada masa pandemi Covid-19. TANJAK: Journal of Education and Teaching, 1(2), 147–153. https://doi.org/10.35961/tanjak.v1i2.146
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Santini, Z. I., Koyanagi, A., Tyrovolas, S., Mason, C., & Haro, J. M. (2015). The association between social relationships and depression: A systematic review. Journal of Affective Disorders, 175, 53–65. https://doi.org/10.1016/j.jad.2014.12.049
Schunk, D., Meece, J., & Pintrich, P. (2014). Motivation in education: Theory, research and application (4 ed.). Harlow: Pearson Education Limited.
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), e21279. https://doi.org/10.2196/21279
Sutarni, N., Ramdhany, M. A., Hufad, A., & Kurniawan, E. (2021). Self-regulated learning and digital learning environment : Its’ effect on academic achievement during the pandemic. Jurnal Cakrawala Pendidikan, 40(2), 374–388. https://doi.org/10.21831/cp.v40i2.40718
Swafford, M. (2018). The Relationship Between Motivation and Online Self-Regulated Learning. Journal of Human Sciences and Extension, 6(3), 92. Diambil dari https://www.jhseonline.com/article/view/791
Taylor, S. E. (2011). Social support: A review. Dalam H. S. Friedman (Ed.), The Oxford handbook of health psychology (Ed., hlm. 189–214). Oxford University Press.
Trifilia, E. D. R., & Suleeman, J. (2013). Hubungan antara perceived social support dan self-esteem pada mahasiswa psikologi jenjang sarjana. Diambil dari https://lib.ui.ac.id/detail?id=20347835&lokasi=lokal
Usher, E. L., & Morris, D. B. (2012). Academic Motivation. Dalam Encyclopedia of the Sciences of Learning (hlm. 36–39). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4419-1428-6_834
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
Wibowo, D. H., & Nainggolan, E. Y. (2022). Evaluasi belajar daring : Bagaimana peran regulasi diri terhadap kepuasan belajar dari rumah selama pandemi? Jurnal Psikologi, 15(1), 160–171. https://doi.org/10.35760/psi.2022.v15i1.5586
World Health Organization. (2021). Listings of WHO’s response to COVID-19. Diambil 1 Februari 2023, dari https://www.who.int/news/item/29-06-2020-covidtimeline
Worsley, J. D., Harrison, P., & Corcoran, R. (2021). Bridging the gap: Exploring the unique transition from home, school or college into university. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.634285
Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1047680
Yeni, M., Maizarah, M., & Ridhwan, M. (2021). Students’ self-regulated learning in English classroom. ELT-Lectura, 8(1), 84–89. https://doi.org/10.31849/elt-lectura.v8i1.5596
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2
Zimmerman, Barry J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B.J, & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. Dalam D. J. Hacker, J. Dunlosky, & A. C. Graesser (Ed.), Handbook of metacognition in education (Eds, hlm. 299–315). Routledge/Taylor & Francis Group.
Zuhairi, A., & Wahyono, E. (2004). Perkembangan dan kontribusi pendidikan jarak jauh dalam upaya pembangunan masyarakat Indonesia berbasis pengetahuan. Dalam 20 tahun Universitas Terbuka dulu, kini dan esok . Universitas Terbuka. Diambil dari http://repository.ut.ac.id/5679/
Amseke, F. V., Daik, M. A., & Liu, D. A. L. (2021). Dukungan sosial orang tua, konsep diri dan motivasi berprestasi mahasiswa di masa pandemi COVID-19. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 5(1), 241–250. Diambil dari https://journal.untar.ac.id/index.php/jmishumsen/article/view/9957
Aprino, D., & Kurniawati, T. (2022). Pengaruh pemanfaatan e-learning dan self regulated learning terhadap prestasi belajar. Jurnal Ecogen, 5(4), 579–588. https://doi.org/http://dx.doi.org/10.24036/jmpe.v5i4.1403 0
Arbiyah, N., & Triatmoko, F. A. (2016). Pengembangan skala regulasi diri dalam pembelajaran daring (Self-Regulated Online Learning Scale) pada mahasiswa. Jurnal Ilmiah Psikologi MIND SET, 7(2), 20–32. Diambil dari https://journal.univpancasila.ac.id/index.php/mindset/article/view/311
Argaheni, N. B. (2020). Sistematik review: Dampak perkuliahan daring saat pandemi COVID-19 terhadap mahasiswa Indonesia. PLACENTUM: Jurnal Ilmiah Kesehatan dan Aplikasinya, 8(2), 99. https://doi.org/10.20961/placentum.v8i2.43008
Cahyadi, A., & Setiawan, A. (2021). Pembelajaran daring dan konsekuensinya pada kesepian siswa: Tinjauan literatur. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(1), 14. https://doi.org/10.35931/am.v6i1.712
Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321–329. https://doi.org/10.1108/ILS-04-2020-0114
Committee on Improving the Health Safety, and Well-Being of Young Adults. (2015). Young Adults in the 21st Century. Diambil dari https://www.ncbi.nlm.nih.gov/books/NBK284782/
Daniela, P. (2015). The relationship between self-regulation, motivation and performance at secondary school students. Procedia - Social and Behavioral Sciences, 191, 2549–2553. https://doi.org/10.1016/j.sbspro.2015.04.410
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501.11
Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2022). Students’ motivation and engagement in higher education: the importance of attitude to online learning. Higher Education, 83(2), 317–338. https://doi.org/10.1007/s10734-020-00657-5
Gravetter, F. J., & Wallnau, L. B. (2016). Statistics for the behavioral sciences (10 ed.). Cengage Learning.
Hakan, K., & Münire, E. (2014). Academic motivation: Gender, domain and grade differences. Procedia - Social and Behavioral Sciences, 143, 708–715. https://doi.org/10.1016/j.sbspro.2014.07.469
Legault, L. (2016). Intrinsic and extrinsic motivation. Dalam Encyclopedia of Personality and Individual Differences (hlm. 1–4). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-28099-8_1139-1
Li, G., Luo, H., Lei, J., Xu, S., & Chen, T. (2022). Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19. Education Sciences, 12(4), 245. https://doi.org/10.3390/educsci12040245
Lidiawati, K. R., & Helsa. (2021). Pembelajaran online selama pandemi COVID-19: Bagaimana strategi pembelajaran mandiri dapat mempengaruhi keterlibatan siswa. Jurnal Psibernetika, 14(1), 1–10. https://doi.org/10.30813/psibernetika.v14i1.2570
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327. https://doi.org/10.1080/02796015.2002.12086158
Magay, V. F., & Gorospe, J. D. (2022). Motivation for learning in virtual environments, online self-regulated learning, and writing performance of OMSC students. International Journal of Educational Research & Social Sciences, 3(2), 1016–1041. https://doi.org/10.51601/ijersc.v3i2.329
Meiliawati, R., & Sari, A. R. P. (2021). Analisis kemampuan regulasi diri Dan motivasi belajar mahasiswa pada masa pembelajaran daring. Jurnal Ilmiah Kanderang Tingang, 12(02), 175–184. https://doi.org/10.37304/jikt.v12i02.132
Mustika, N. P., & Royanto, L. R. M. (2021). Peran motivasi sebagai mediator antara kesiapan belajar daring dan pengalaman belajar mahasiswa di masa pandemi COVID-19. Jurnal Psikologi Ulayat. https://doi.org/10.24854/jpu187
Muttaqin, V. A., & Hidayati, I. A. (2022). Pengalaman kesepian pada mahasiswa rantau selama pandemi Covid-19. Psikostudia : Jurnal Psikologi, 11(4), 587–602. https://doi.org/http://dx.doi.org/10.30872/psikostudia.v11i4
Noviani, M. C., & Sa’adah, N. (2022). Gambaran kesepian pada mahasiswa selama pembelajaran daring. Al-Irsyad: Jurnal Pendidikan dan Konseling, 12(1), 238–250. https://doi.org/http://dx.doi.org/10.30829/alirsyad.v12i1.11563
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Dalam Handbook of Self-Regulation (hlm. 451–502). Elsevier. https://doi.org/10.1016/B978-012109890-2/50043-3
Pranitasari, D., & Noersanti, L. (2017). Intrinsic and extrinsic factors to affect Students learning motivation (Case study on the First degree students in STIE Indonesia). International Journal of Applied Business and Economic Research, 15(25), 1–8. Diakses dari https://serialsjournals.com/abstract/63002_1.pdf
Puteri, A. P., & Dewi, D. K. (2021). Hubungan antara kontrol diri dan dukungan sosial dengan motivasi belajar pada mahasiswa psikologi Universitas Negeri Surabaya. Character: Jurnal Penelitian Psikologi, 8(6), 1–13. Diambil dari https://ejournal.unesa.ac.id/index.php/character/article/view/41517
Rosa, N. N. (2020). Hubungan dukungan sosial terhadap motivasi belajar daring mahasiswa pada masa pandemi Covid-19. TANJAK: Journal of Education and Teaching, 1(2), 147–153. https://doi.org/10.35961/tanjak.v1i2.146
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Santini, Z. I., Koyanagi, A., Tyrovolas, S., Mason, C., & Haro, J. M. (2015). The association between social relationships and depression: A systematic review. Journal of Affective Disorders, 175, 53–65. https://doi.org/10.1016/j.jad.2014.12.049
Schunk, D., Meece, J., & Pintrich, P. (2014). Motivation in education: Theory, research and application (4 ed.). Harlow: Pearson Education Limited.
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), e21279. https://doi.org/10.2196/21279
Sutarni, N., Ramdhany, M. A., Hufad, A., & Kurniawan, E. (2021). Self-regulated learning and digital learning environment : Its’ effect on academic achievement during the pandemic. Jurnal Cakrawala Pendidikan, 40(2), 374–388. https://doi.org/10.21831/cp.v40i2.40718
Swafford, M. (2018). The Relationship Between Motivation and Online Self-Regulated Learning. Journal of Human Sciences and Extension, 6(3), 92. Diambil dari https://www.jhseonline.com/article/view/791
Taylor, S. E. (2011). Social support: A review. Dalam H. S. Friedman (Ed.), The Oxford handbook of health psychology (Ed., hlm. 189–214). Oxford University Press.
Trifilia, E. D. R., & Suleeman, J. (2013). Hubungan antara perceived social support dan self-esteem pada mahasiswa psikologi jenjang sarjana. Diambil dari https://lib.ui.ac.id/detail?id=20347835&lokasi=lokal
Usher, E. L., & Morris, D. B. (2012). Academic Motivation. Dalam Encyclopedia of the Sciences of Learning (hlm. 36–39). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4419-1428-6_834
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
Wibowo, D. H., & Nainggolan, E. Y. (2022). Evaluasi belajar daring : Bagaimana peran regulasi diri terhadap kepuasan belajar dari rumah selama pandemi? Jurnal Psikologi, 15(1), 160–171. https://doi.org/10.35760/psi.2022.v15i1.5586
World Health Organization. (2021). Listings of WHO’s response to COVID-19. Diambil 1 Februari 2023, dari https://www.who.int/news/item/29-06-2020-covidtimeline
Worsley, J. D., Harrison, P., & Corcoran, R. (2021). Bridging the gap: Exploring the unique transition from home, school or college into university. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.634285
Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1047680
Yeni, M., Maizarah, M., & Ridhwan, M. (2021). Students’ self-regulated learning in English classroom. ELT-Lectura, 8(1), 84–89. https://doi.org/10.31849/elt-lectura.v8i1.5596
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2
Zimmerman, Barry J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B.J, & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. Dalam D. J. Hacker, J. Dunlosky, & A. C. Graesser (Ed.), Handbook of metacognition in education (Eds, hlm. 299–315). Routledge/Taylor & Francis Group.
Zuhairi, A., & Wahyono, E. (2004). Perkembangan dan kontribusi pendidikan jarak jauh dalam upaya pembangunan masyarakat Indonesia berbasis pengetahuan. Dalam 20 tahun Universitas Terbuka dulu, kini dan esok . Universitas Terbuka. Diambil dari http://repository.ut.ac.id/5679/
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2023-10-20
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