The Role Of Emotional Intelligence And Parental Support For Self-regulated Learning In Jambi City High School Students

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The Role of Emotional Intelligence and Parental Support for Self-Regulated Learning in Jambi City High School Students

Introduction

In the current educational landscape, the role of emotional intelligence and parental support in facilitating self-regulated learning among high school students cannot be overstated. Self-regulated learning refers to the ability of students to manage their own learning process, set goals, and evaluate their progress. This skill is essential for academic success and overall self-development in the information era. This study aims to investigate the relationship between emotional intelligence, parental support, and self-regulated learning among high school students in Jambi City.

The Importance of Emotional Intelligence in Education

Emotional intelligence is a critical component of a student's learning process. It encompasses the ability to understand, manage, and use emotions effectively. Students with high emotional intelligence are better equipped to handle pressure, adapt to new situations, and establish positive relationships with peers and teachers. This, in turn, supports a better learning process. Emotional intelligence is not just a desirable trait; it is a necessary skill for students to succeed in today's fast-paced and competitive educational environment.

The Role of Parental Support in Self-Regulated Learning

Parental support plays a vital role in fostering self-regulated learning among high school students. When parents provide attention and encouragement to their child's learning process, students feel more motivated to learn and take responsibility for their own education. This support is not limited to academic aspects; it also encompasses emotional and social aspects. When students feel supported by their parents, they are more likely to have a positive attitude towards learning and be proactive in achieving educational goals.

The Significance of Self-Regulated Learning in the Information Era

Self-regulated learning is a critical skill that is essential for academic success and overall self-development in the information era. The ability to learn independently, set goals, manage time, and evaluate oneself is crucial for students to succeed in today's fast-paced and competitive educational environment. Education in high school must emphasize the development of emotional intelligence and parental support as part of the learning curriculum.

Methodology

This study employed a random sampling method to select 502 students from class X and XI in Jambi City Senior High School. The students were then measured using three instruments: the Self-Controlled Learning scale, the scale of emotional intelligence, and the scale of parental support. The results were processed using Structural Equation Modeling (SEM) analysis.

Results

The findings of this study show that emotional intelligence and parental support function significantly in supporting self-regulated learning. The significance value obtained is .000 (P <.05), which confirms that these two factors have a strong relationship with the student learning process. The R Square obtained is 0.506, which means that 50.6% of variations in self-regulated learning can be explained by emotional intelligence and parental support.

Discussion

The results of this study highlight the importance of emotional intelligence and parental support in facilitating self-regulated learning among high school students. The findings suggest that educational institutions should design programs that involve parents and provide training on the importance of emotional intelligence in supporting children's learning. This step is expected to form a generation of students who are not only academically smart but also have good social and emotional skills, ready to face challenges in the future.

Conclusion

In conclusion, this study demonstrates the significant role of emotional intelligence and parental support in facilitating self-regulated learning among high school students in Jambi City. The findings of this study have implications for educational institutions to design programs that involve parents and provide training on the importance of emotional intelligence in supporting children's learning. By doing so, educational institutions can help form a generation of students who are not only academically smart but also have good social and emotional skills, ready to face challenges in the future.

Recommendations

Based on the findings of this study, the following recommendations are made:

  1. Emphasize Emotional Intelligence in Education: Educational institutions should emphasize the development of emotional intelligence as part of the learning curriculum.
  2. Involve Parents in Education: Educational institutions should design programs that involve parents and provide training on the importance of emotional intelligence in supporting children's learning.
  3. Provide Training on Parental Support: Educational institutions should provide training on the importance of parental support in fostering self-regulated learning among high school students.
  4. Develop Self-Regulated Learning Skills: Educational institutions should emphasize the development of self-regulated learning skills among high school students.

Limitations of the Study

This study has several limitations. Firstly, the study was conducted in a single city, Jambi City, and may not be generalizable to other cities or regions. Secondly, the study used a random sampling method, which may not be representative of the entire population of high school students in Jambi City. Finally, the study used a cross-sectional design, which may not capture the longitudinal effects of emotional intelligence and parental support on self-regulated learning.

Future Research Directions

Future research should aim to replicate this study in other cities or regions to increase the generalizability of the findings. Additionally, future research should use a longitudinal design to capture the longitudinal effects of emotional intelligence and parental support on self-regulated learning. Finally, future research should explore the role of other factors, such as teacher support and peer relationships, in facilitating self-regulated learning among high school students.

References

  • [1] Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In J. Ciarrochi, J. P. Forgas, & J. D. Meyer (Eds.), Emotional intelligence in everyday life: A scientific inquiry (pp. 27-50). New York: Psychology Press.
  • [2] Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
  • [3] Henderlong, J., & Lepper, M. R. (2002). The effects of praise on intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795.
  • [4] Pintrich, P. R. (2000). The role of motivation in self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 51-70). Mahwah, NJ: Erlbaum.
  • [5] Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
    Frequently Asked Questions: The Role of Emotional Intelligence and Parental Support in Self-Regulated Learning

Q: What is self-regulated learning?

A: Self-regulated learning refers to the ability of students to manage their own learning process, set goals, and evaluate their progress. This skill is essential for academic success and overall self-development in the information era.

Q: Why is emotional intelligence important in education?

A: Emotional intelligence is a critical component of a student's learning process. It encompasses the ability to understand, manage, and use emotions effectively. Students with high emotional intelligence are better equipped to handle pressure, adapt to new situations, and establish positive relationships with peers and teachers.

Q: How does parental support contribute to self-regulated learning?

A: Parental support plays a vital role in fostering self-regulated learning among high school students. When parents provide attention and encouragement to their child's learning process, students feel more motivated to learn and take responsibility for their own education.

Q: What are the implications of this study for educational institutions?

A: The findings of this study suggest that educational institutions should design programs that involve parents and provide training on the importance of emotional intelligence in supporting children's learning. This step is expected to form a generation of students who are not only academically smart but also have good social and emotional skills, ready to face challenges in the future.

Q: What are the limitations of this study?

A: This study has several limitations. Firstly, the study was conducted in a single city, Jambi City, and may not be generalizable to other cities or regions. Secondly, the study used a random sampling method, which may not be representative of the entire population of high school students in Jambi City. Finally, the study used a cross-sectional design, which may not capture the longitudinal effects of emotional intelligence and parental support on self-regulated learning.

Q: What are the recommendations of this study?

A: Based on the findings of this study, the following recommendations are made:

  1. Emphasize Emotional Intelligence in Education: Educational institutions should emphasize the development of emotional intelligence as part of the learning curriculum.
  2. Involve Parents in Education: Educational institutions should design programs that involve parents and provide training on the importance of emotional intelligence in supporting children's learning.
  3. Provide Training on Parental Support: Educational institutions should provide training on the importance of parental support in fostering self-regulated learning among high school students.
  4. Develop Self-Regulated Learning Skills: Educational institutions should emphasize the development of self-regulated learning skills among high school students.

Q: What are the future research directions?

A: Future research should aim to replicate this study in other cities or regions to increase the generalizability of the findings. Additionally, future research should use a longitudinal design to capture the longitudinal effects of emotional intelligence and parental support on self-regulated learning. Finally, future research should explore the role of other factors, such as teacher support and peer relationships, in facilitating self-regulated learning among high school students.

Q: What are the references used in this study?

A: The references used in this study include:

  • [1] Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In J. Ciarrochi, J. P. Forgas, & J. D. Meyer (Eds.), Emotional intelligence in everyday life: A scientific inquiry (pp. 27-50). New York: Psychology Press.
  • [2] Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
  • [3] Henderlong, J., & Lepper, M. R. (2002). The effects of praise on intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795.
  • [4] Pintrich, P. R. (2000). The role of motivation in self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 51-70). Mahwah, NJ: Erlbaum.
  • [5] Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.