Peran Self Regulated Learning sebagai Moderator pada Hubungan antara Grit dan Performa Akademik Mahasiswa Unit Kegiatan Olahraga
Main Article Content
Mahasiswa yang aktif dalam unit kegiatan olahraga menghadapi tantangan menyeimbangkan tuntutan akademik dan latihan intensif, sehingga performa akademik mereka dipengaruhi oleh faktor psikologis seperti grit dan self-regulated learning (SRL). Grit didefinisikan sebagai ketekunan dan konsistensi minat terhadap tujuan jangka panjang, sedangkan SRL merupakan kemampuan individu mengelola proses belajar melalui perencanaan, pelaksanaan, dan refleksi diri. Penelitian ini bertujuan menguji pengaruh grit terhadap performa akademik mahasiswa unit kegiatan olahraga serta menganalisis peran SRL sebagai moderator. Penelitian menggunakan pendekatan kuantitatif korelasional dengan desain moderasi, melibatkan 124 mahasiswa aktif unit kegiatan olahraga minimal semester dua. Instrumen yang digunakan meliputi Grit Scale, skala SRL, dan IPK sebagai indikator performa akademik. Analisis dilakukan menggunakan regresi moderasi dengan PROCESS Macro Hayes. Hasil menunjukkan grit berpengaruh positif dan signifikan terhadap performa akademik (? = 0,07; p = 0,03), SRL juga berpengaruh signifikan (? = 0,4; p = 0,004), serta interaksi keduanya signifikan (? = 0,0012; p = 0,01), mengindikasikan SRL memoderasi hubungan grit dan performa akademik. Semakin tinggi SRL, semakin kuat pengaruh grit terhadap pencapaian akademik. Model menjelaskan 11,13% variasi performa akademik (R² = 0,11). Temuan ini berkontribusi secara teoretis dalam memahami interaksi motivasi jangka panjang dan regulasi diri, serta menawarkan implikasi praktis bagi institusi dalam merancang program pelatihan SRL dan manajemen waktu yang disesuaikan dengan jadwal latihan mahasiswa unit kegiatan olahraga.
Keywords:
Grit, Performa Akademik, Mahasiswa Unit Kegiatan Olahraga, Self-Regulated Learning, Moderasi
Angela, A., Tiatri, S., & Sari, M. P. (2020). Investigation of grit and self-regulation in learning and their role on academic achievement of medical students in Jakarta. Advances in Social Science, Education and Humanities Research. https://doi.org/https://doi.org/10.2991/assehr.k.201209.082
Anindita, A., Tiatri, S., & Heng, P. H. (2023). Self-efficacy: A predictor in adolescence self-regulated learning. International Journal of Application on Social Science and Humanities, 1(3), 100–107. https://doi.org/10.24912/ijassh.v1i3.29151
Baron, R. M., & Kenny, D. A. (1986). The moderator mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Bowman, N. A. et al. (2015). Keep on Truckin’ or Stay the Course? Exploring Grit Dimensions as Differential Predictors of Educational Achievement, Satisfaction, and Intentions. Social Psychological and Personality Science, 6, 639-645. https://doi.org/10.1177/1948550615574300
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Datu, J. A. D., Yuen, M., & Chen, G. (2017). Examining the relationship between grit and academic achievement within K–12 and higher education: A systematic review. Psychology in the Schools, 54(7), 699–714. https://doi.org/10.1002/pits.22016
Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. 009. https://doi.org/10.1080/00223890802634290
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
European Journal of Sport Science, 15(2), 151–160. https://doi.org/10.1080/17461391.2014.940557
Fajarwati, A., & Maryani, I. (2023). Pengaruh self-regulated learning terhadap hasil belajar IPA siswa kelas V sekolah dasar. Jurnal MIPA dan Pembelajarannya, 3(4), 173–182. https://doi.org/10.17977/um067v3i4p173-182
Funder, D. C., & Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://doi.org/10.1177/2515245919847202
García, A. J., Fong, C. J., & Regalado, Y. M. (2023). Motivational, Identity-Based, and Self-Regulatory Factors Associated with Academic Achievement of US Collegiate Student-Athletes: A Meta-Analytic
Gignac, G. E., & Szodorai, E. T. (2016). Effect size guidelines for individual differences researchers. Personality and Individual Differences, 102, 74–78. https://doi.org/10.1016/j.paid.2016.06.069
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). The Guilford Press.
Investigation. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09730-8
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners' self regulated learning in Massive Open Online Courses: Designing for large-scale measurement of SRL using learning analytics. Computers & Education, 159, 104034. https://doi.org/10.1016/j.compedu.2020.104034
Kalangan Mahasiswa Magang: Perspektif Penelitian dan Implikasi untuk Pengembangan Mahasiswa. J-CEKI : Jurnal Cendekia Ilmiah, 4(1), 2090–2098. https://doi.org/10.56799/jceki.v4i1.6366
Kompas. (2022, November). Mahasiswa Atlet Kesulitan Imbangi Akademik dan Latihan. Kompas.com. https://www.kompas.com
Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654–1686. https://doi.org/10.1002/pits.22302
Li, C., Wang, C. K. J., Pyun, D. Y., & Kee, Y. H. (2022). Burnout and its relations with basic psychological needs and motivation among athletes: A systematic review and meta-analysis. Psychology of Sport and Exercise, 63, 102337. https://doi.org/10.1016/j.psychsport.2022.102337
Lupo, C., Guidotti, F., Gonçalves, C. E., Moreira, L., Doupona Topic, M., Bellardini, H., Tonkonogi, M., Colin, A., & Capranica, L. (2015). Motivation towards dual-career of European student-athletes.
Panelewen, S. L. ., & Sri Tiatri. (2024). Eksplorasi Growth Mindset dan Self-Regulated Learning pada
Peixoto, A., Monteiro, D., & Moutão, J. (2021). Structured sport engagement and psychological resilience in student-athletes. International Journal of Sport Psychology, 52(3), 145–162.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Priyohadi, N. D., Suhariadi, F., & Fajrianthi. (2019). Validity test for short grit scale (Grit-S) Duckworth on Indonesian millennials. Journal of Educational, Health and Community Psychology, 8(3), 375–392.
Report Scale (SRL-SRS). European Journal of Sport Science, 12(1), 24–38. https://doi.org/10.1080/1612197X.2012.645132
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
Santrock, J. W., & Roehrig, A. D. (2024). Educational psychology (8th ed.). McGraw-Hill Education.
Settles, I. H., Sellers, R. M., & Damas, A., Jr. (2002). One role or two? The function of psychological separation in role conflict. Journal of Applied Psychology, 87(3), 574–582. https://doi.org/10.1037/0021-9010.87.3.574
Sulaeman, B., Sahrani, R., & Monika, S. (2017). Intervensi Self-Regulation Empowerment Program untuk meningkatkan motivasi berprestasi mahasiswa non reguler di Jurusan X Universitas X. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 1(2), 519–528. https://doi.org/10.24912/jmishumsen.v1i2.1468
Sulisworo, D., Fitrianawati, M., Maryani, I., Hidayat, S., Agusta, E., & Saputri, W. (2020). Students’ selfregulated learning (SRL) profile dataset measured during Covid-19 mitigation in Yogyakarta, Indonesia. Data in Brief, 33, 106422. https://doi.org/10.1016/j.dib.2020.106422
Toering, T., Elferink-Gemser, M. T., Jonker, L., van Heuvelen, M. J. G., & Visscher, C. (2012). Measuring self-regulation in a learning context: Reliability and validity of the Self-Regulation of Learning Self-
Weiss, B., King, K. M., Perkins, D. F., & Parra, G. R. (2016). The role of grit in predicting participation and retention in youth sport programs. Journal of Applied Sport Psychology, 28(2), 199–211. https://doi.org/10.1080/10413200.2015.1093754
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ selfregulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9
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). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Routledge.
Anindita, A., Tiatri, S., & Heng, P. H. (2023). Self-efficacy: A predictor in adolescence self-regulated learning. International Journal of Application on Social Science and Humanities, 1(3), 100–107. https://doi.org/10.24912/ijassh.v1i3.29151
Baron, R. M., & Kenny, D. A. (1986). The moderator mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Bowman, N. A. et al. (2015). Keep on Truckin’ or Stay the Course? Exploring Grit Dimensions as Differential Predictors of Educational Achievement, Satisfaction, and Intentions. Social Psychological and Personality Science, 6, 639-645. https://doi.org/10.1177/1948550615574300
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Datu, J. A. D., Yuen, M., & Chen, G. (2017). Examining the relationship between grit and academic achievement within K–12 and higher education: A systematic review. Psychology in the Schools, 54(7), 699–714. https://doi.org/10.1002/pits.22016
Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. 009. https://doi.org/10.1080/00223890802634290
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
European Journal of Sport Science, 15(2), 151–160. https://doi.org/10.1080/17461391.2014.940557
Fajarwati, A., & Maryani, I. (2023). Pengaruh self-regulated learning terhadap hasil belajar IPA siswa kelas V sekolah dasar. Jurnal MIPA dan Pembelajarannya, 3(4), 173–182. https://doi.org/10.17977/um067v3i4p173-182
Funder, D. C., & Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://doi.org/10.1177/2515245919847202
García, A. J., Fong, C. J., & Regalado, Y. M. (2023). Motivational, Identity-Based, and Self-Regulatory Factors Associated with Academic Achievement of US Collegiate Student-Athletes: A Meta-Analytic
Gignac, G. E., & Szodorai, E. T. (2016). Effect size guidelines for individual differences researchers. Personality and Individual Differences, 102, 74–78. https://doi.org/10.1016/j.paid.2016.06.069
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). The Guilford Press.
Investigation. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09730-8
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners' self regulated learning in Massive Open Online Courses: Designing for large-scale measurement of SRL using learning analytics. Computers & Education, 159, 104034. https://doi.org/10.1016/j.compedu.2020.104034
Kalangan Mahasiswa Magang: Perspektif Penelitian dan Implikasi untuk Pengembangan Mahasiswa. J-CEKI : Jurnal Cendekia Ilmiah, 4(1), 2090–2098. https://doi.org/10.56799/jceki.v4i1.6366
Kompas. (2022, November). Mahasiswa Atlet Kesulitan Imbangi Akademik dan Latihan. Kompas.com. https://www.kompas.com
Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review. Psychology in the Schools, 56(10), 1654–1686. https://doi.org/10.1002/pits.22302
Li, C., Wang, C. K. J., Pyun, D. Y., & Kee, Y. H. (2022). Burnout and its relations with basic psychological needs and motivation among athletes: A systematic review and meta-analysis. Psychology of Sport and Exercise, 63, 102337. https://doi.org/10.1016/j.psychsport.2022.102337
Lupo, C., Guidotti, F., Gonçalves, C. E., Moreira, L., Doupona Topic, M., Bellardini, H., Tonkonogi, M., Colin, A., & Capranica, L. (2015). Motivation towards dual-career of European student-athletes.
Panelewen, S. L. ., & Sri Tiatri. (2024). Eksplorasi Growth Mindset dan Self-Regulated Learning pada
Peixoto, A., Monteiro, D., & Moutão, J. (2021). Structured sport engagement and psychological resilience in student-athletes. International Journal of Sport Psychology, 52(3), 145–162.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Priyohadi, N. D., Suhariadi, F., & Fajrianthi. (2019). Validity test for short grit scale (Grit-S) Duckworth on Indonesian millennials. Journal of Educational, Health and Community Psychology, 8(3), 375–392.
Report Scale (SRL-SRS). European Journal of Sport Science, 12(1), 24–38. https://doi.org/10.1080/1612197X.2012.645132
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
Santrock, J. W., & Roehrig, A. D. (2024). Educational psychology (8th ed.). McGraw-Hill Education.
Settles, I. H., Sellers, R. M., & Damas, A., Jr. (2002). One role or two? The function of psychological separation in role conflict. Journal of Applied Psychology, 87(3), 574–582. https://doi.org/10.1037/0021-9010.87.3.574
Sulaeman, B., Sahrani, R., & Monika, S. (2017). Intervensi Self-Regulation Empowerment Program untuk meningkatkan motivasi berprestasi mahasiswa non reguler di Jurusan X Universitas X. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 1(2), 519–528. https://doi.org/10.24912/jmishumsen.v1i2.1468
Sulisworo, D., Fitrianawati, M., Maryani, I., Hidayat, S., Agusta, E., & Saputri, W. (2020). Students’ selfregulated learning (SRL) profile dataset measured during Covid-19 mitigation in Yogyakarta, Indonesia. Data in Brief, 33, 106422. https://doi.org/10.1016/j.dib.2020.106422
Toering, T., Elferink-Gemser, M. T., Jonker, L., van Heuvelen, M. J. G., & Visscher, C. (2012). Measuring self-regulation in a learning context: Reliability and validity of the Self-Regulation of Learning Self-
Weiss, B., King, K. M., Perkins, D. F., & Parra, G. R. (2016). The role of grit in predicting participation and retention in youth sport programs. Journal of Applied Sport Psychology, 28(2), 199–211. https://doi.org/10.1080/10413200.2015.1093754
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ selfregulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9
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). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Routledge.
