The Relation between Student Interpersonal Relationships and Self-Regulation with Academic Engagement Mediated by Academic Self-Efficacy

Hilya Aulia; Niken Titi Pratitis; Mamang Efendy

doi:10.59890/ijir.v3i8.59

Authors

Hilya Aulia Universitas 17 Agustus 1945, Surabaya
Niken Titi Pratitis Universitas 17 Agustus 1945, Surabaya
Mamang Efendy Universitas 17 Agustus 1945, Surabaya

DOI:

https://doi.org/10.59890/ijir.v3i8.59

Keywords:

Academic Engagement, Student Interpersonal Relationship, Self-Regulation, Academic Self-Efficacy

Abstract

The significance of comprehending the part that personal and social factors play is that students make maximum efforts to achieve learning targets and make the most of their efforts to participate fully in the learning process. The aim of this research was to examine how academic self-efficacy mediates the link between self-regulation and student interpersonal relationships (parents, peers, teachers) with academic engagement in 243 students of MA Al-Hikmah Purwoasri Kediri. Data analysis using Path Analysis with JASP Software for Windows. The study's findings indicate that academic self-efficacy works as a mediator in the relationship between self-regulation and academic engagement with p value 0.04 (<0.05). Also, this study clarifies that when academic self-efficacy acts as a mediator, student interpersonal relationships have no impact on academic engagement with p value 0.06 (>0.05). The results of this study provide implications for educators that the quality of students' interpersonal relationships at school, students' self-regulation, and high academic self-efficacy can increase engagement in learning

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