Pengaruh Faktor Psikologi Terhadap Pembelajaran Regulasi Kendiri Murid Sekolah Rendah The Influence of Psychological Factors on Primary School Pupils’ Self-Regulated Learning

Abstract

Self-regulated learning refers to one’s skill and will to regulate own learning processes effectively in order to attain the targetted learning goals. This study aims to investigate the influence of psychological factors on primary school pupils’ self-regulated learning. The psychological factors examined in this study include self-efficacy, goal orientations (intrinsic and extrinsic) and beliefs about intelligence (entity and effort). Quantitative research method was employed to achieve the objectives of the study. The sample was made up of 639 Year 4 and 5 pupils from 10 primary schools located in the state of Penang. Cluster sampling technique was used to select the respondents for this study. The Motivated Strategies Learning Questionnaire (MSLQ) was used to measure the pupil’s skill in self regulated learning while their psychological factors were gauged through the Children’s Self-Efficacy Scale, Goal Orientation Scale and Beliefs of Intelligence Scale.These instruments have undergone adaptation prior to application in the local context. The Pearson-r Correlational Analysis and Stepwise Regression Analyses were used to analyse the research data. Coefficient values revealed that all the examined psychological factors have positive and significant relationships with self-regulated learning, except for entity beliefs of intelligence (r = .01, p > 0.5). Intrinsic goal orientation (r = .52, p < .01) yeilded a large strength assocation with self-regulated learning while self-efficacy recorded a moderate strength relationship (r = .39, p < .01). Psycholgoical factors with significant but weak assocation with self-regulated learning were extrinsic goal orientation (r = .08, p < .05) and effort beliefs of intelligence (r = .27, p < .01). The results of Stepwise Regression Analysis show that the P3 Regresion Model (intrinsic goal orientation, self-efficacy and entity beliefs) contribute 31.3% (R2 = .313) of the variance in self-regualted learning [F(3,583) = 88.559, p < .05]. The influence of intrinsic goal orientation (β = .473, p < .05) was most significant, followed by self-efficacy (β = .128, p < .05) and entity beliefs (β = .081, p < .05). This psychological model contributes in explaining and predicting primary school pupil’s self-regulated learning.This study suggests that individual psychological factors ought to be taken into account when promoting greater independent and self-regulated learning skills amongst students.

Pembelajaran regulasi kendiri merujuk kepada kemahiran murid menyusun atur pembelajarannya secara efektif bagi mencapai matlamat pembelajarannya. Kajian ini bertujuan untuk mengkaji pengaruh faktor psikologi terhadap pembelajaran regulasi kendiri murid sekolah rendah. Faktor psikologi diri yang dikaji adalah efikasi kendiri, orientasi matlamat pembelajaran (intrinsik dan ekstrinsik) dan kepercayaan tentang kepintaran (entiti dan usaha). Kaedah penyelidikan kuantitatif telah digunakan untuk mencapai objektif penyelidikan. Sampel kajian terdiri daripada 639 orang murid Tahun 4 dan 5 dari 10 buah sekolah kebangsaan di Pulau Pinang. Teknik persampelan kelompok telah digunakan untuk memilih responden kajian. Instrumen Motivated Strategies for Learning Questionnaire (MSLQ) digunakan untuk mengukur kemahiran pembelajaran regulasi kendiri murid manakala faktor psikologi mereka pula diukur dengan Skala Efikasi Kendiri Kanak-kanak Skala Orientasi Matlamat dan Skala Beliefs of Intelligence. Instrumen-instrumen ini telah diubahsuai untuk digunakan dalam konteks Malaysia. Korelasi Pearson r dan analisis Regresi Berganda Stepwise digunakan untuk menganalisis data kajian. Keputusan pekali korelasi Pearson r menunjukkan bahawa kesemua faktor psikologi yang dikaji mempunyai hubungan positif yang signifikan dengan pembelajaran regulasi kendiri, kecuali kepercayaan entiti (r = .01, p > .05). Orientasi matlamat intrinsik (r = .52, p < .01) didapati mempunyai hubungan yang kuat dengan pembelajaran regulasi kendiri manakala efikasi kendiri mencatatkan korelasi yang sederhana (r = .39, p < .01). Faktor psikologi yang mempunyai hubungan lemah namun signifikan dengan pembelajaran regulasi kendiri ialah orientasi matlamat ekstrinsik (r = .08, p < .05) dan kepercayaan usaha (r = .27, p < .01). Hasil analisis Regresi Berganda Stepwise menunjukkan bahawa Model Regresi P3 (orientasi matlamat intrinsik, efikasi kendiri dan kepercayaan entiti) menyumbang sebanyak 31.3% (R2 = .313) perubahan varians terhadap pembelajaran regulasi kendiri [F(3,583) = 88.559, p < .05]. Pengaruh orientasi matlamat intrinsik (β = .473, p < .05) adalah paling tinggi, diikuti dengan efikasi kendiri (β = .128, p < .05) dan kepercayaan entiti (β = .081, p < .05). Model psikologi diri ini memberi sumbangan dalam meramal pembelajaran regulasi kendiri murid sekolah rendah. Kajian ini menunjukkan bahawa faktor psikologi diri harus diambil kira dalam usaha melahirkan murid yang lebih berdikari dan berkemahiran menyusun atur pembelajaran secara kendiri.