The Effect of Emotional Intelligence, Social Support, and Self-Adjustment on Self-Regulated Learning and its Impact on Academic Achievement

Abstract

This study aims to test a theoretical model of the influence of Emotional Intelligence, Social Support, and Self-Adjustment on Self-Regulated Learning and its impact on academic achievement. The variables tested in this study are Self-Regulated Learning, Emotional Intelligence, Social Support, Self-Adjustment, and Academic Achievement, with Academic Achievement as the endogenous variable, Self-Regulated Learning as the mediator variable, and Emotional Intelligence, Social Support, and Self-Adjustment as the exogenous variables. The major hypothesis in this study is that the theoretical model stating that emotional intelligence, social support, and self-adjustment towards self-regulated learning and its impact on academic achievement is fit with empirical data. Respondents in this study were students of the Sumatera Thawalib Parabek Bukittinggi Islamic Boarding School totaling 260 students. Data analysis used Structural Equation Model (SEM) using Analysis Moment of Structural (AMOS). Based on the model test, it was obtained p-value = 0.074, RMSEA = 0.025, GFI = 0.938, AGFI = 0.911, CFI = 0.982, and TLI = 0.977, where the majority of model fit indices met the goodness-of-fit parameters. This means that the research theoretical model can be accepted as a model that fits the empirical data. The results of this study indicate that emotional intelligence, social support, and self-adjustment have a positive and significant effect on Self-Regulated Learning, and Self-Regulated Learning has a positive and significant effect on academic achievement. However, emotional intelligence, social support, and self-adjustment do not directly affect academic achievement, but rather through the mediating mechanism of Self-Regulated Learning. This research provides an important contribution to the development of learning strategies in Islamic boarding schools in an effort to improve students' academic achievement through the development of self-regulation abilities.