Abstract:

The aim of study is to get the effect of self-regulated learning in the guidance and counseling services for students. Research model is quantitative by using correlation design to predict the values and model of the relationship between variables. Data collection tools in this study used four scales, among others interest to learning scale, motivation to learning scale, study habit scale, self-regulated learning. The result from this study shows that there is direct effect of interest and motivation with independent learning in the amount of 0,031 or 3,1% and there is direct effect of interest and motivation with behaviour to learn in the amount of 0,687 or 68,7%. The result showed that empirically proven that cognitive, motivation, and behaviour influence to self-regulated learning. The personal-social purpose of guidance and counseling is becoming the students’ target in achieving optimal development. Therefore, self-regulated learning is extremely necessary. Obtaining the insight about self-regulated learning has the potential to give valuable information.

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