The Implication Of Self-Regulated Learning And Self-Discipline In Academic Achievement Through Need For Achievement In Distance Higher Education Institution

Jamil, (2019) The Implication Of Self-Regulated Learning And Self-Discipline In Academic Achievement Through Need For Achievement In Distance Higher Education Institution. In: The 33”Annual Conference of Open Universities Open Distance Learning 2020 And Beyond, 14-16 Oktober 2019, Pakistan.

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Abstract

This study probes into self-regulatory approach to learning prevailing across disciplinary practices in relation to need for achievement among students of Non Basic Education who undertake Individual Learning Packet System within the context of distance higher education at UPBJJ-UT Makassar. This glances through motivational model that seeks to outline the extent to which self-discipline strategies and self-learning motivation affect learning outcomes. Correlation analysis was used to quantify the association between these variables and the direction of the association. The results are favorable, indicating that (1) self-discipline exerts a positive effect on learning outcomes, (2) need for achievement exerts a positive effect on learningoutcomes, and (3) both self-discipline and self-learning motivation simultaneously affect learning outcomes. These results suggest that as students effectively venture into self-discipline and need for achievement along their self-regulated learning trajectories, they are likely to enhance learning outcomes. Recognizing that students develop through self-regulatory practices is due to the transformation of mindset toward self-regulated learning paradigm particularly among remote students in Selayar Regency, where the demand and popularity of distance education are growing. One of the central attributes of this shift is the ever-growing wave of ICT development, alongside the influence of local wisdom. Keywords:Self-regulated learning, Motivation, Need for achievement, Learning outcomes.

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