Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era
Education was regarded as a long-term investment to develop superior human resources. Unfortunately, the education system in Indonesia remained overshadowed by inequality and systemic obsolescence, making the reinforcement of self-regulated learning (SRL) as the foundation of students’ learning aut...
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| Format: | Article |
| Language: | Indonesian |
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Kuras Institute
2025-07-01
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| Series: | Bulletin of Counseling and Psychotherapy |
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| Online Access: | https://journal.kurasinstitute.com/index.php/bocp/article/view/1411 |
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| author | Laurensius Laka Alfonsus Krismiyanto Marieta Jona |
| author_facet | Laurensius Laka Alfonsus Krismiyanto Marieta Jona |
| author_sort | Laurensius Laka |
| collection | DOAJ |
| description |
Education was regarded as a long-term investment to develop superior human resources. Unfortunately, the education system in Indonesia remained overshadowed by inequality and systemic obsolescence, making the reinforcement of self-regulated learning (SRL) as the foundation of students’ learning autonomy urgently necessary. The objective of this study was to investigate the impact of Technology Compatibility and Social Support on the SRL of students at Catholic Senior High School Bhakti Luhur Malang, Indonesia. Employing a quantitative approach, data were collected from 144 students selected through a stratified random sampling technique. The research instrument consisted of questionnaires for the three measured constructs, all of which had been validated in advance. Multiple linear regression analysis was conducted using SPSS software. The results revealed that the correlation coefficient between the independent and dependent variables was r = 0.786, indicating a strong relationship. In terms of causality, the simultaneous regression analysis yielded p = 0.001 < 0.05, suggesting that the regression model was appropriate for predicting students' SRL. Furthermore, the variables of Technology Compatibility and Social Support were found to significantly affect SRL individually, with each showing a p = 0.001. Therefore, both simultaneously and individually, the two independent variables significantly influenced students’ SRL, with Social Support contributing more than Technology Compatibility.
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| format | Article |
| id | doaj-art-2f0e25844d0846aba2e0d098a45f0dc9 |
| institution | DOAJ |
| issn | 2656-1050 |
| language | Indonesian |
| publishDate | 2025-07-01 |
| publisher | Kuras Institute |
| record_format | Article |
| series | Bulletin of Counseling and Psychotherapy |
| spelling | doaj-art-2f0e25844d0846aba2e0d098a45f0dc92025-08-20T03:12:36ZindKuras InstituteBulletin of Counseling and Psychotherapy2656-10502025-07-017210.51214/002025071411000Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital EraLaurensius Laka0Alfonsus Krismiyanto1Marieta Jona2Sekolah Tinggi Pastoral IPI Malang, IndonesiaSekolah Tinggi Pastoral IPI Malang, IndonesiaSekolah Tinggi Pastoral IPI Malang, Indonesia Education was regarded as a long-term investment to develop superior human resources. Unfortunately, the education system in Indonesia remained overshadowed by inequality and systemic obsolescence, making the reinforcement of self-regulated learning (SRL) as the foundation of students’ learning autonomy urgently necessary. The objective of this study was to investigate the impact of Technology Compatibility and Social Support on the SRL of students at Catholic Senior High School Bhakti Luhur Malang, Indonesia. Employing a quantitative approach, data were collected from 144 students selected through a stratified random sampling technique. The research instrument consisted of questionnaires for the three measured constructs, all of which had been validated in advance. Multiple linear regression analysis was conducted using SPSS software. The results revealed that the correlation coefficient between the independent and dependent variables was r = 0.786, indicating a strong relationship. In terms of causality, the simultaneous regression analysis yielded p = 0.001 < 0.05, suggesting that the regression model was appropriate for predicting students' SRL. Furthermore, the variables of Technology Compatibility and Social Support were found to significantly affect SRL individually, with each showing a p = 0.001. Therefore, both simultaneously and individually, the two independent variables significantly influenced students’ SRL, with Social Support contributing more than Technology Compatibility. https://journal.kurasinstitute.com/index.php/bocp/article/view/1411Social SupportCompatibility TechnologySelf-Regulated Learning |
| spellingShingle | Laurensius Laka Alfonsus Krismiyanto Marieta Jona Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era Bulletin of Counseling and Psychotherapy Social Support Compatibility Technology Self-Regulated Learning |
| title | Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era |
| title_full | Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era |
| title_fullStr | Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era |
| title_full_unstemmed | Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era |
| title_short | Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era |
| title_sort | technology compatibility and social support determinants of students self regulated learning in the digital era |
| topic | Social Support Compatibility Technology Self-Regulated Learning |
| url | https://journal.kurasinstitute.com/index.php/bocp/article/view/1411 |
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