Learning Motivation as Intervening in the Influence of Social Support and Self Regulated Learning on Learning Outcome

Autor/inn/en	Solichin, Mohammad Muchlis; Muhlis, Achmad; Ferdiant, Ahmad Ghufran
Titel	Learning Motivation as Intervening in the Influence of Social Support and Self Regulated Learning on Learning Outcome
Quelle	In: International Journal of Instruction, 14 (2021) 3, S.945-964 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Learning Motivation; Social Support Groups; Islam; Religious Education; Management Development; Universities; Outcomes of Education; Metacognition; Undergraduate Students; Correlation; Probability; Student Attitudes; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Social support; Soziale Unterstützung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; University; Universität; Lernleistung; Schulerfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Schülerverhalten; Ausland; Indonesien
Abstract	The aim of this study is to examine the effect of social support and self-regulated learning on the learning outcomes in Islamic Education courses in the Management of Islamic Education, Faculty of Tarbiyah State Islamic State Institute for Islamic Studies of Madura. To achieve the purpose, the researcher used quantitative research method. The Participate in this study were 143 students students of Islamic Education Management Department. This study draws samples using the probability sampling method with simple random sampling type, the sample is 105 students. Research Instrument used is questionnaire. The analysis of data in this study uses SPSS Version 24. From the research conducted, conclusions can be drawn as follows: 1) There is a simultaneous influence of social support and self-regulated learning on learning motivation, they are about 8.8%. This means that there are still 91.2% influenced by other variables. 2) There is a simultaneous influence of social support, self-regulated learning, and learning motivation on the learning outcomes of 6.5% which means that there are still 93.5% which is influenced by other variables. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01