From Perception to Participation: Self-Regulated Learning as a Pathway to Student Engagement
Keywords:
self-regulated learning, student engagement;, Students perceptions, Participation
Abstract
This study examines the relationship between students’ perceptions and student engagement, with self-regulated learning as a mediating pathway. A quantitative correlational design was employed with 312 students. Data were collected using validated questionnaires measuring students’ perceptions, self-regulated learning, and student engagement. Reliability analysis indicated satisfactory internal consistency, with Cronbach’s alpha values ranging from 0.81 to 0.89. Data were analyzed using structural equation modeling (SEM). The results showed that students perceptions significantly influenced student engagement (β = 0.41, p < 0.001) and self-regulated learning (β = 0.53, p < 0.001). Self-regulated learning also significantly and positively influenced student engagement (β = 0.47, p < 0.001). Mediation analysis indicated that self-regulated learning partially mediated the relationship between students’ perceptions and engagement (β = 0.25, p < 0.01). The structural model demonstrated good fit (CFI = 0.94, RMSEA = 0.05) and explained 62% of the variance in student engagement. These findings suggest that positive learning perceptions can strengthen student engagement through self-regulated learning. The study highlights the importance of instructional strategies that foster positive perceptions and develop students’ self-regulation to promote active and sustained participation in learning.
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Nurfauziah, R., & Mulawarman, M. (2026). Do self-efficacy and self-regulated learning influence student engagement in Gen Z students. COUNSENESIA Indonesian Journal of Guidance and Counseling, 7(1), 96-105. https://doi.org/10.36728/cijgc.v7i1.6440.
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48(2), 326-340. https://doi.org/10.1007/s10964-018-0952-0
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge. https://doi.org/10.4324/9780203839010.
Asih, F. F. I. K., & Hardew, A. K. (2025). The relationship of self-regulated learning to student engagement in high school students. Indonesian Counseling and Psychology, 5(2), 271-283. https://doi.org/10.24114/icp.v5i2.65464.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2), Article 2. https://doi.org/10.1186/s41239-019-0176-8
Cain, M. K., Zhang, Z., & Yuan, K.-H. (2017). Univariate and multivariate skewness and kurtosis for measuring nonnormality: Prevalence, influence, and estimation. Behavior Research Methods, 49(5), 1716-1735. https://doi.org/10.3758/s13428-016-0814-1.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Dai, W., Li, Z., & Jia, N. (2022). Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis. Frontiers in Psychology, 13(6), 142-158. https://doi.org/10.3389/fpsyg.2022.1042843.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059.
Hahn, E. D., & Ang, S. H. (2017). From the editors: New directions in the reporting of statistical results in the Journal of World Business. Journal of World Business, 52(2), 125-126. https://doi.org/10.1016/j.jwb.2016.12.003.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE Publications.
Heikkinen, H. L. T., Lonka, K., Nieminen, J., & Niemivirta, M. (2020). Development of student engagement and self-regulated learning in higher education: A longitudinal study. Studies in Higher Education, 45(10), 203-221.
Hutagalung, B. P. P., Milfayetty, S., & Sari Dewi, S. (2025). The influence of school climate and self-regulated learning towards student engagement in SMA Raksana Medan. International Journal of Educational Research & Social Sciences, 6(1), 106-112. https://doi.org/10.51601/ijersc.v6i1.888.
Iqbal, J., Asghar, M. Z., Ashraf, M. A., & Xie, Y. (2022). The impacts of emotional intelligence on students’ study habits in blended learning environments: The mediating role of cognitive engagement during COVID-19. Behavioral Sciences, 12(1), 14. https://doi.org/10.3390/bs12010014.
Kara, A., Ergulec, F., & Eren, E. (2024). The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement. Education and Information Technologies, 2(9), 23517-23546. https://doi.org/10.1007/s10639-024-12755-3.
Miao, J., & Ma, L. (2023). Teacher autonomy support influence on online learning engagement: The mediating roles of self-efficacy and self-regulated learning. SAGE Open, 13(4), 1-13. https://doi.org/10.1177/21582440231217737.
Mukaromah, D., Sugiyo, & Mulawarman, M. (2018). Keterlibatan siswa dalam pembelajaran ditinjau dari efikasi diri dan self-regulated learning. Indonesian Journal of Guidance and Counseling: Theory and Application, 7(2), 14-19. https://doi.org/10.15294/ijgc.v7i2.17949.
Nia, H. S., Marôco, J., She, L., Fomani, F. K., Rahmatpour, P., Stepanovic Ilic, I., Ibrahim, M. M., Ibrahim, F. M.,
Narula, S., & Esposito, G. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study plos one. 18(10), e0285315. https://doi.org/10.1371/journal.pone.0285315.
Normawati, M., Siahaan, F. M. M., Salim, R. M. A., Safitri, S., Setiamurti, A., & Mufidah, A. A. (2026). The relationship between students’ perceptions and their engagement through self-regulated learning. Journal of Education and Learning, 20(1), 87-94. https://doi.org/10.11591/edulearn.v20i1.20897.
Nurfauziah, R., & Mulawarman, M. (2026). Do self-efficacy and self-regulated learning influence student engagement in Gen Z students. COUNSENESIA Indonesian Journal of Guidance and Counseling, 7(1), 96-105. https://doi.org/10.36728/cijgc.v7i1.6440.
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48(2), 326-340. https://doi.org/10.1007/s10964-018-0952-0
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge. https://doi.org/10.4324/9780203839010.
Published
2026-10-13
How to Cite
Kasman, A. (2026). From Perception to Participation: Self-Regulated Learning as a Pathway to Student Engagement. Indonesian Journal of Educational Counseling, 10(2), 360-375. https://doi.org/10.30653/001.2026102.732
Section
Research Based Article
Copyright (c) 2026 Apri Kasman
This work is licensed under a Creative Commons Attribution 4.0 International License.
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