School Engagement

Role of Self-Regulated Learning in the Time of Coronavirus Pandemic

DOI

10.2991/assehr.k.210423.080How to use a DOI?

Keywords

component, school engagement, self-regulated learning, online learning

Abstract

As the coronavirus spread, the school closed down its physical campuses and began to move students to remote learning. One of the critical questions that arise under this circumstance is how do students engage in a new world of online-only instruction. This study aims to describe school engagement that includes behavior, emotion, and cognitive engagement during their online learning; and the impact of self-regulated learning (SRL) on school engagement. The respondents of this research are 232 public high school students in Jakarta. They filled in two scales via G-form due to physical distancing policy, namely School Engagement Measures, and Online Self-regulated Learning Questionnaire. Confirmatory factor analysis was used to validate the instrument and regression analysis was used to test the role of SRL on school engagement. The finding showed that 57% of students have low emotional engagement, 54% have low behavioral engagement and 63% have low cognitive engagement in their school activities. Another finding showed that students’ ability to regulate their goals and time management has a significant influence on their school engagement. Some recommendations were made for policy consideration.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Mulia Sari Dewi
AU  - Deni Hadiana
PY  - 2021
DA  - 2021/04/26
TI  - School Engagement
BT  - Proceedings of the International Conference on Educational Assessment and Policy (ICEAP 2020)
PB  - Atlantis Press
SP  - 150
EP  - 155
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210423.080
DO  - 10.2991/assehr.k.210423.080
ID  - Dewi2021
ER  -