The Relationship Between Self-Adjustment, Social Support from Peers, and Self-Regulation with Learning Outcomes Among High School Students in Biology.
It is pertinent for students to be aware of their learning achievements. Previous research shows that many factors are related to achieving learning outcomes such as self-adjustment, social support from peers, and self-regulation. Whilst these factors may be enough to produce students who will be ab...
| Published in: | Pertanika Journal of Social Sciences & Humanities Vol. 27; no. 2; pp. 925 - 936 |
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| Format: | Article |
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Universiti Putra Malaysia
Jun2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138604914&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138604914 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Jun2019 vid: 27 iid: 2 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 138604914 ppf: 925 ppct: 11 formats: fmt: @attributes: type: P size: 219KB tig: atl: The Relationship Between Self-Adjustment, Social Support from Peers, and Self-Regulation with Learning Outcomes Among High School Students in Biology. aug: au: Mustami, Muhammad Khalifah affil: Department of Biology Education, Faculty of Teaching and Science, Universitas Islam Negeri Alauddin Makassar, Makassar, South Sulawesi 90245, Indonesia su: Social support Self regulation Educational outcomes High school students Biology education Developmental psychology & motivation sug: subj: Social support Self regulation Educational outcomes High school students Biology education Developmental psychology & motivation keyword: Learning outcomes motivation self-regulation selfadjustment social support ab: It is pertinent for students to be aware of their learning achievements. Previous research shows that many factors are related to achieving learning outcomes such as self-adjustment, social support from peers, and self-regulation. Whilst these factors may be enough to produce students who will be able to understand biology, they may not be sufficient to produce high achieving students who are motivated to learn biology. This study aims to determine the relationship between self-adjustment, social support from peers, and self-regulation and the outcomes of biology learning through motivation in learning in high school students. Data was collected through a questionnaire and documentation. The findings show that self-adjustment, social support, and self-regulation have a direct relationship with motivation and biology learning outcomes. Self-adjustment has an indirect relationship with learning outcomes through motivation in learning biology with a path coefficient of 0.14; social support from peers has an indirect relationship with the learning outcomes through student learning biology motivation with a path coefficient of 0.20; and self-regulation has an indirect relationship with learning outcomes through student learning motivation with a path coefficient of 0.26. The conclusion of this study shows that it is important to foster the factors that determine student learning outcomes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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