The effect of self-regulated learning on high school students’ self-efficacy

Self-efficacy takes a profound and significant effect on the initial status of reading comprehension (Louicka, et. al., 2016). Within the learning motivation of the students, self-efficacy is involved, which includes personal belief of the individual to accomplish particular goal (Sitzmann and Ely, 2011). Academic self-efficacy is correlated with academic performance which constitutes as moderate factors mediating and identifying several elements such as effort regulation, management strategy, and objective orientation as well as causality which requires to be established between self-efficacy and academic achievement. (Honicke and Broadbent, 2016). The study reported in this paper sought to investigate the effect of self-regulated learning strategy on the self-efficacy among high school students. This study was a quasi-experimental study with non-equivalent groups, which includes pre and post-test design with the control group. In the present study, the researchers used covariance analysis technique to further analyze the data obtained. The findings on this present study revealed the negative correlation between self-efficacy and experiment group which obtained r = -0.267, p > 0,01. Additionally, no interaction was confirmed between experiment and control group which was indicated by significance score above 0.05 (F = 0,656, p > 0,05). Using ANACOVA analysis, the average of self-efficacy on post-test (M = 170.5000; SD 10) is higher than self-efficacy on pre-test (M = 163.8848: SD = 13). Hence, it is confirmed that self-efficacy of the students is improving after being given treatment. Additionally, this study reported that there is a difference on self-efficacy between experiment group who possess …… self-efficacy which was indicated by F = 23,616, p>0,05 and there is no difference between post-test and pre-test on experiment group which was indicated by F =2,057, p < 0,05.