Pengaruh Self-regulated learning dan Gratitude Terhadap Academic resilience Siswa SMK Negeri di Kota Semarang
DOI:
https://doi.org/10.28926/briliant.v11i3.2468Keywords:
Self-regulated learning, gratitude, academic resilience, vocational high school studentsAbstract
This study aimed to examine the effects of self-regulated learning and gratitude on academic resilience among students of public vocational high schools in Semarang City. The study employed a quantitative correlational design. The sample consisted of 370 students drawn from a population of 4,969 students across three public vocational high schools in Semarang City, selected using the Slovin formula with a 5% margin of error. Data were collected using three instrument scales: a self-regulated learning scale (30 items), a gratitude scale (11 items), and an academic resilience scale (55 items). Hypothesis testing was conducted using multiple linear regression analysis and partial t-tests after the data had met all statistical prerequisites through classical assumption testing. The findings indicated that self-regulated learning was in the moderate category, whereas gratitude and academic resilience were in the high category. Self-regulated learning and gratitude were found to have a positive and significant effect on academic resilience, both partially and simultaneously. The regression model yielded an R² value of 0.466, indicating that the two independent variables jointly explained 46.6% of the variance in academic resilience. These findings underscore that strengthening self-regulated learning and fostering gratitude enhance vocational students’ academic resilience.
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