Do self-efficacy and self-regulated learning influence student engagement in gen z students?
Abstract
Lack of enthusiasm, confidence, and frustration when facing difficult tasks affects the student engagement of Generation Z students. This study aims to analyze the influence of self-efficacy and self-regulated learning on the student engagement of Gen Z students. This study uses an explanatory quantitative approach. The sampling technique used is proportionate stratified random sampling with a sample size of 395 Gen Z students aged 18–24 years at Universitas Negeri Semarang. The scales used in this study were the self-efficacy scale, the self-regulated learning scale, and the student engagement scale. The hypothesis test results showed that self-efficacy and self-regulated learning simultaneously had a significant effect on student engagement (R² = 0.577; p < 0.001), which means that these two variables were able to explain 57.7% of the variation in student engagement. Further research is recommended to examine other factors that influence Gen Z students' engagement in order to obtain a more comprehensive model.
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