Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement
Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the i...
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| Format: | Article |
| Language: | English |
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Universitas Muhammadiyah Yogyakarta
2024-12-01
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| Series: | International Journal of Islamic Educational Psychology |
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| Online Access: | https://journal.umy.ac.id/index.php/ijiep/article/view/23643 |
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| author | Shalsabilla Novarizka Tri Na'imah Retno Dwiyanti Nia Anggri Noveni Dian Bagus Mitreka Satata Ayşenur Şen |
| author_facet | Shalsabilla Novarizka Tri Na'imah Retno Dwiyanti Nia Anggri Noveni Dian Bagus Mitreka Satata Ayşenur Şen |
| author_sort | Shalsabilla Novarizka |
| collection | DOAJ |
| description | Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies. |
| format | Article |
| id | doaj-art-ed0080ce75494f4c8fd6ef00219e8774 |
| institution | Kabale University |
| issn | 2745-5289 2723-1402 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Universitas Muhammadiyah Yogyakarta |
| record_format | Article |
| series | International Journal of Islamic Educational Psychology |
| spelling | doaj-art-ed0080ce75494f4c8fd6ef00219e87742025-02-03T06:45:18ZengUniversitas Muhammadiyah YogyakartaInternational Journal of Islamic Educational Psychology2745-52892723-14022024-12-015219621910.18196/ijiep.v5i2.2364319640Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student EngagementShalsabilla Novarizka0Tri Na'imah1Retno Dwiyanti2Nia Anggri Noveni3Dian Bagus Mitreka Satata4Ayşenur Şen5Univeristas Muhammadiyah PurwokertoUniversitas Muhammadiyah PurwokertoUniversitas Muhammadiyah PurwokertoUniversitas Muhammadiyah PurwokertoUniversitas Muhammadiyah PurwokertoMiddle East Technical UniversityStudents in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies.https://journal.umy.ac.id/index.php/ijiep/article/view/23643self regulated learningacademis stressislamic schoolmediating effectstudent engagement |
| spellingShingle | Shalsabilla Novarizka Tri Na'imah Retno Dwiyanti Nia Anggri Noveni Dian Bagus Mitreka Satata Ayşenur Şen Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement International Journal of Islamic Educational Psychology self regulated learning academis stress islamic school mediating effect student engagement |
| title | Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement |
| title_full | Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement |
| title_fullStr | Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement |
| title_full_unstemmed | Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement |
| title_short | Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement |
| title_sort | self regulated learning and academic stress of islamic school students mediating effect of student engagement |
| topic | self regulated learning academis stress islamic school mediating effect student engagement |
| url | https://journal.umy.ac.id/index.php/ijiep/article/view/23643 |
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