Hubungan Antara Grit dan Regulasi Diri dalam Belajar terhadap Student Engagement pada Mahasiswa Penerima Beasiswa Penuh

Alifiana Rochmatul Aisyah; Ridwan Budi Pramono

doi:10.30653/001.202592.499

Alifiana Rochmatul Aisyah Fakultas Psikologi, Universitas Muria Kudus
Ridwan Budi Pramono Fakultas Psikologi, Universitas Muria Kudus

DOI: https://doi.org/10.30653/001.202592.499

Keywords: Grit, Self-regulated learning, Student engagement, Students, Full scholarship

Abstract

This study aims to determine the relationship between grit and self-regulation in learning to student engagement in students who receive full scholarships. The sampling technique used was purposive sampling, with a total of 100 active undergraduate students from 36 universities who received full scholarships. Data collection was carried out using three instruments, namely the student engagement scale, grit scale, and self-regulation scale in learning. The results of the analysis show that there is a highly significant positive relationship between grit and self-regulation in learning towards student engagement, with a correlation coefficient value of 0.817 and a significance value of p = 0.001 (p < 0.01), and an effective contribution of 66.8%. Based on these findings, the major hypothesis in this study is accepted. Further analysis showed that the grit variable had a highly significant positive relationship with student engagement, with a correlation coefficient of 0.754 and a significance value of p = 0.001 (p < 0.01), and an effective contribution of 56.8%. Thus, the first minor hypothesis is accepted. Meanwhile, the self-regulation variable in learning also showed a significant positive relationship with student engagement, with a correlation coefficient of 0.786 and a p value = 0.001 (p < 0.01), and an effective contribution of 61.8%. Therefore, the second minor hypothesis was also accepted. Overall, the results of this study indicate that both grit and self-regulation in learning have a significant relationship with the level of student engagement in full scholarship students.

Author Biographies

Alifiana Rochmatul Aisyah, Fakultas Psikologi, Universitas Muria Kudus

Universitas Muria Kudus, Kudus, Indonesia

Ridwan Budi Pramono, Fakultas Psikologi, Universitas Muria Kudus

Universitas Muria Kudus, Kudus, Indonesia

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