How are the Parents Involvement, Peers and Agreeableness Personality of Lecturers Related to Self-Regulated Learning?

Abstract

Student learning in higher education is influenced by parental involvement, peer support, and lecturers' perceptions of agreeableness. This research aims to examine the correlation between parental involvement, peer support, and the perception of personality agreeableness of lecturers on self-regulated learning (SRL) students. This research is a correlational field research model with a quantitative approach. The respondents of this research were 250 students of Yogyakarta State Islamic University who were obtained using a purposive random sampling technique. Data collection uses a scale of SRL, parent involvement, peer support, and perception of the agreeableness personality of the lecturer. Regression analysis is used as a data analysis technique. The results showed that there was a positive and significant correlation between parental involvement with SRL, peer support with SRL, personality perception agreeableness lecturers with SRL, and parental involvement, peer support, and perceptual personality agreeableness of lecturers together with SRL with an effective contribution (R2) of 15.1%. It was concluded that the involvement of parents, peer support, and perception of personality agreeableness of lecturers related to SRL of students. Therefore, to see student SRL can be seen based on the involvement of parents, peer support, and students' perceptions of the personality agreeableness of their lecturers.

Effective teachers’ personality in strengthening character education

“…Specific personality traits contribute to effective teaching [16]. There is a significant relationship between teacher personality types [17]. Intuition-sensing temperament types are the best predictors for teaching effectiveness [18].…”

Evaluation of the Application of Distance Learning Programs in Madrasah Aliyah Malang Regency

“…The content of the learning experience learning program prepared by the teacher and which must be followed by students is a form of implementation. Several criteria can be used to assess the content of learning programs, namely relevance to the competencies to be developed (Latipah et al, 2021), relevance to the student experience and the environment and suitability to the level of student development (Latipah et al, 2020). Compliance with the available time allocation.…”

“…Evaluation includes measuring the results that have been achieved through the process of implementing the learning carried out. Meanwhile, regarding the standard for the assessment of the learning process, it displays several criteria that can be used to evaluate the learning and learning process, namely consistency with the activities contained in the learning program, an implementation by the teacher, implementation in terms of students, attention shown by students to ongoing learning, activeness students in the learning process, opportunities given to apply learning outcomes in real situations, patterns of interaction between teachers and students, opportunities to get continuous feedback (Sudjana & Ibrahim, 2004) In addition to program design and implementation, the third component that needs to be evaluated is the results achieved by learning activities (Latipah et al, 2021). The results achieved can refer to short-term goals (output) or refer to long-term objectives (outcomes).…”

The Strategy of Islamic Religious Education Teachers in Instilling Islamic Character During the Covid-19 Pandemic Period

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“…And the teacher is a professional educator in terms of tasks, especially in educating and directing. In instilling character education, teachers have duties other than as teacher educators but also as parents of both students (Latipah et al, 2021). In this case, the teacher can be called an agent of goodness because the teacher can shape and give instructions on students' character.…”