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Keterlibatan di perkuliahan yang dimiliki oleh mahasiswa merupakan salah satu faktor penting untuk menghindari maupun mengurangi tingkat drop out di perguruan tinggi. Keterlibatan di perkuliahan tersebut dikenal dengan student engagement, dimana hal ini penting karena juga mendukung peningkatan keberhasilan akademis, peningkatan kesehatan mental, dan pengembangan karakter pada mahasiswa. Salah satu faktor yang dapat mempengaruhistudent engagement adalah goal orientation. Terdapat empat jenis goal orientation yang dapat dimiliki oleh seseorang, yaitu mastery approach goal orientation, mastery avoidance goal orientation, performance approach goal orientation, dan performance avoidance goal orientation. Penelitian ini dilakukan dengan tujuan untuk melihat bagaimana empat jenis goal orientation yang berbeda dapat memprediksi student engagement pada mahasiswa. Responden penelitian adalah 425 mahasiswa sarjana di Jabodetabek. Hasil utama penelitian menunjukkan bahwa terdapat pengaruh yang positif dan signifikan dari goal orientation terhadap student engagement R2=.250, F=35.064, p

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< b>ABSTRACT<>br> The level of engagement of college students is one of the key factor to avoid or reduce drop out rates in higher education. Such level of engagement is known as student engagement, whereby it is vital to support the improvement of academic success, mental health, and character development of college students. One of the most important factor that affect student engagement in college is goal orientation. There are four types of goal orientation which someone may have mastery approach goal orientation, mastery avoidance goal orientation, performance approach goal orientation, and performance avoidance goal orientation. This research was conducted to see how four types of goal orientation can predict student engagement on college students. Respondents were 425 undergraduate students in Jabodetabek area. Results showed that there are a positive and significant effect of goal orientation on student engagement R2 .250, F 35.064, p

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Tujuan penelitian ini adalah untuk mengetahui kontribusi growth mindset terhadap dimensi keterlibatan belajar pada mahasiswa Universitas Indonesia UI. Penelitian ini merupakan penelitian kuantitatif dengan desain non-experimental. Partisipan yang ada dalam penelitian ini berjumlah 463 dengan 115 partisipan didapatkan secara offline dan 351 partisipan didapatkan secara online perempuan = 74,7 dan laki-laki = 25,1. Alat ukur yang digunakan adalah Student Course Engagement Quotient SCEQ untuk mengukur keterlibatan belajar Handelsman et al., 2005 dan Theories of Intelligence Scale TIS untuk mengukur growth mindset Dweck, 2006. Olah data statistik Simple Regression digunakan untuk mengetahui kontribusi variabel-variabel penelitian. Hasil penelitian menunjukkan bahwa growth mindset berkontribusi secara signifikan terhadap seluruh dimensi keterlibatan belajar.

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ABSTRACT
The purpose of this research is to know the growth mindset contribution to student engagement dimensions of Universitas Indonesia UI students. This research is a quantitative research with non experimental design. Participants in this study consist of 463 UI students with 115 participants obtained offline and 351 participants obtained online women 74.7 and male 25.1. The measurement of this research are Student Course Engagement Quotient SCEQ to measure student engagement Handelsman et al., 2005 and Theories of Intelligence Scale TIS to measure the growth mindset Dweck, 2006. Simple Regression statistics is used to determine the contribution of research variables. The results showed that a growth mindset can significantly contribute to student engagement dimensions.

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Tujuan penelitian ini adalah untuk mengetahui hubungan antara Pembelajaran Berbasis Proyek dan keterlibatan siswa berdasarkan ciri-ciri kepribadian mereka dalam kelas Bahasa Inggris, Prodi Inggris, Universitas Indonesia. Aspek keterlibatan termasuk keterlibatan perilaku, emosional, dan kognitif. Penelitian-penelitian sebelumnya mengacu pada generalisasi terhadap ciri kepribadian siswa ketika berbicara tentang keterlibatan siswa. Dalam penelitian ini, siswa diklasifikasikan menjadi dua sifat yang berbeda, yaitu ekstrovert dan introvert. Penelitian ini menunjukkan perbedaan keterlibatan siswa dalam belajar menggunakan Pembelajaran Berbasis Proyek dimana perbedaan tersebut didasari oleh perbedan kepribadian siswa. Peserta dalam penelitian ini adalah mahasiswa semester 7. Instrumen yang digunakan dalam penelitian ini adalah tes kepribadian yang tersedia online, survei skala keterlibatan siswa secara online, dan pertanyaan wawancara. Data dianalisa berdasarkan tiga aspek, yaitu perilaku, emosional, dan kognitif. Keterlibatan secara perilaku dan kognitif baik ekstrovert dan introvert cenderung sama. Perbedaannya terletak pada keterlibatan secara emosional. Meskipun hasilnya tidak terlalu signifikan, penelitian ini menunjukkan bahwa ekstrovert memiliki keterlibatan yang lebih tinggi daripada introvert ketika Pembelajaran Berbasis Proyek digunakan di kelas.

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The purpose of this study was to determine how Project-based Learning PBL influenced students 39; engagement based on their personality traits in English as Foreign Language EFL class, English Studies, Universitas Indonesia. The aspects of the engagement were including behavioral, emotional, and cognitive engagement. Most previous research studies referred to a generalization of students when speaking of student engagement. In this research, the students were classified into two different traits, extrovert and introvert. The participants were the 7th-semester students. The instruments used in this research were personality test provided online, online student engagement scale survey, and the questions of the interview. The data were examined based on the three aspects. Behavioral and cognitive engagement of both extrovert and introvert remained similar. The difference was on the emotional engagement. Although the result was slightly significant, it indicated that the extrovert had higher engagement than the introvert when Project-based Learning was used in class.

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Pendahuluan: Student engagement merupakan keterlibatan mahasiswa dalam proses pembelajaran, dan keterikatan mahasiswa pada kegiatan akademik maupun non akademik yang terlihat dari perilaku, emosi dan kognitif saat belajar. Salah satu kuesioner yang sering digunakan untuk mengukur student engagement adalah The National Survey of Student Engagement (NSSE). Kuesioner ini belum pernah divalidasi dalam konteks pendidikan kedokteran di Indonesia. Penelitian ini bertujuan untuk melakukan uji validasi NSSE Bahasa Indonesia. Metode : Penelitian menggunakan desain potong lintang, melibatkan 260 responden mahasiswa kedokteran tahap akademik (tahun 1-3), dilaksanakan pada Mei-Juli 2022. Penelitian terdiri atas 3 tahap yaitu adaptasi bahasa, uji coba serta pengumpulan data untuk validasi. Data yang diperoleh dianalisis menggunakan perangkat SPSS 25 dengan Exploratory Factor Analysis (EFA). Hasil : Butir kuesioner mendapatkan masukan dari panel ahli dengan CVI 0,91. Sejumlah 260 kuesioner memenuhi syarat analisis lebih lanjut. Hasil uji validitas konstruk, menunjukkan hasil baik dan terdapat satu butir pernyataan yang dihilangkan. Ekstraksi dengan metode Principal Component Analysis dan rotasi oblimin diperoleh 11 komponen: 1) Pembelajaran Tingkat Tinggi, 2)Pertimbangan Isu Sosial dalam Pembelajaran, 3) Pembelajaran Reflektif 4) Pembelajaran Integratif dan Interaksi Sosial, 5) Penalaran Kuantitatif, 6) Pembelajaran Kolaboratif, 7)Diskusi dengan Beragam Orang, 8) Interaksi Mahasiswa-Civitas Akademika, 9) Praktik Pengajaran Efektif, 10)Praktik Umpan Balik, 11)Dukungan Lingkungan. Nilai koefisien alpha kuesioner NSSE adaptasi Bahasa Indonesia sangat baik (0,928). Terdapat perbedaan nilai berdasarkan jenis kelamin pada komponen pembelajaran reflektif, diskusi dengan beragam orang dan praktik umpan balik dengan p<0,05. Berdasarkan tingkat pendidikan terdapat perbedaan pada komponen satu yaitu pertimbangan isu sosial dalam pembelajaran, pembelajaran reflektif dan kolaboratif dengan p < 0,05. Kesimpulan : Instrumen NSSE adaptasi Bahasa Indonesia memenuhi kriteria validitas konstruk dan kriteria reliabilitas yang baik secara keseluruhan sebagai instrumen penilaian student engagement mahasiswa kedokteran tahap akademik di Indonesia. Terdapat perubahan distribusi butir kuesioner pada komponen dan perbedaan komponen NSSE asli dan NSSE adaptasi Bahasa Indonesia. ......Introduction: Student engagement is student involvement in the learning process, in academic and non-academic activities as seen from behavior, emotion and cognitive skills. The instrument to measure student engagement has never been validated in the context of medical education in Indonesia. Therefore, this study aims to test the validation of the Indonesian adaptation of National Survey of Student Engagement (NSSE) questionnaire. Method: This is a cross-sectional study, consists of 3 phases: translation, content validation by panel of experts and testing the questionnaire on non-respondent students. The study involved 260 respondents from the 1st, 2nd and 3rd academic year students (May to July 2022). The data obtained were then analyzed using SPSS 25 with Exploratory Factor Analysis (EFA). Result: Questionnaire items receive input from a panel of experts with a CVI of 0,91. A total of 260 questionnaires are analysed. The results of the construct validity test revealed that one statement should be omitted. Extraction using Principal Component Analysis and Oblimin Rotation obtained 11 components: 1) High-Level Learning, 2) Integrative Learning, Identification and Feedback Ability during Activities, 3) Learning Strategies and Quantitative Reasoning, 4) Collaborative Learning, 5) Discussions with Diverse People, 6) Student-Faculty Environment Interaction, 7) Effective Teaching Practices and Feedback Post-Activity, and 11) Environmental Support. The alpha coefficient value of questionnaire is very good (0,928). There are differences in score ​​based on gender in reflective learning, discussions with various people and feedback practices components. Based on the level of education, there are differences in consideration of social issues in learning, reflective and collaborative learning components (p < 0,05). Conclusion: The Indonesian adaptation of the NSSE is considered valid and reliable to be applied as an instrument for assessing pre-clinical medical student engagement in Indonesia. There is a change in the distribution of questionnaire items on some components.

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Keterlibatan belajar merupakan salah satu variabel yang memiliki peran terhadap kesuksesan akademis dan mencegah putus kuliah. Dalam perspektif Self-Determination Theory SDT , keterlibatan belajar merupakan hubungan dialektik antara lingkungan belajar dengan kebutuhan dasar psikologis. Teman sebaya sebagai agen di lingkungan belajar memiliki peran dalam keterlibatan belajar terutama di perguruan tinggi. Tujuan penelitian ini untuk menguji peran mediasi pemenuhan kebutuhan dasar psikologis terhadap hubungan dukungan makna belajar dari teman sebaya dan keterlibatan belajar mahasiswa. Partisipan penelitian sejumlah 736 mahasiswa semester 2 pada Rumpun Ilmu Sosial, Rumpun Matematika dan Ilmu Pengetahuan Alam, dan Rumpun Ilmu Teknik di Universitas Negeri Jakarta. Penelitian ini menggunakan metode pengambilan data dengan kuesioner dan menggunakan metode olah data IBM Statistic SPSS 20: Process Macro by Andrew Hayes. Alat ukur yang digunakan dalam penelitian ini adalah The Brief Personal Meaning Profile Wong, 2012 mengukur dukungan makna belajar dari teman sebaya, Engaged Learning Index Schreiner Louis, 2006 mengukur keterlibatan belajar, Basic Psychological Needs Satisfaction Scale Deci Ryan, 2000 mengukur pemenuhan kebutuhan dasar psikologis. Hasil penelitian menunjukkan bahwa pemenuhan kebutuhan dasar psikologis memiliki peran mediasi parsial terhadap hubungan dukungan makna belajar dari teman sebaya dan keterlibatan belajar mahasiswa. ...... AbstractStudent engagement in the learning process has a role in the academic success and prevent drop out. According to Self Determination Theory, student engagement is the result of dialectical relationship between learning environments and the basic psychological needs satisfaction. Peers as an agent in the learning environment has a role influencing student engagement in learning including student in higher education. The purpose of this study was to examine the role of basic psychological needs satisfaction as a mediator between peers support meaning in learning and college student engagement. Respondents in this study were 736 freshman from State University of Jakarta. Engaged Learning Index Schreiner Louis, 2006 was used to measure college student engagement, The Brief Personal Meaning Profile Wong, 2012 was used to measure peers support meaning in learning, and Basic Psychological Needs Satisfaction Scale Deci Ryan, 2000 was used to get the data of basic psychological needs satisfaction. The process macro by Andrew Hayes for SPSS was used to test the mediation variable. The result of the study indicated that basic psychological needs satisfaction partially mediated the relationship between peers support meaning in learning and college student engagement.

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Student engagement pada mahasiswa selama kuliah daring mengalami penurunan ketika pandemi COVID-19. Salah satu mata kuliah yang sulit dipelajari selama pembelajaran daring yaitu Statistika. Statistika dianggap sulit dipelajari oleh mahasiswa Psikologi karena banyak menggunakan perhitungan padahal penguasaan Statistika dibutuhkan untuk menganalisis hasil penelitian. Faktor-faktor seperti perilaku mengajar dosen dan strategi mahasiswa dalam meregulasi dirinya dapat memengaruhi student engagement selama kuliah Statistika. Penelitian bertujuan untuk menguji peran self-regulated learning sebagai mediator dalam hubungan antara persepsi terhadap creativity fostering teacher behavior dan student engagement. Responden yang terlibat dalam penelitian sebanyak 460 mahasiswa S1 Psikologi dari berbagai universitas di Indonesia. Uji mediasi dilakukan menggunakan software RStudio. Hasil penelitian menunjukkan bahwa terdapat mediasi parsial melalui self-regulated learning pada hubungan antara persepsi terhadap creativity fostering teacher behavior dan student engagement. Hasil uji mediasi juga menunjukkan bahwa efek langsung (0,254) lebih kecil dibandingkan efek tidak langsung (0,349). Hasil uji mediasi tersebut menjelaskan bahwa peran self-regulated learning sebagai mediator lebih memberikan dampak kepada student engagement dibandingkan tanpa melalui mediator. Oleh karena itu, penelitian ini menemukan bahwa peran dari berbagai pihak seperti perilaku dosen dalam mendorong kreativitas dibutuhkan untuk meningkatkan self-regulated learning pada mahasiswa agar student engagement dapat berjalan optimal. ...... Student engagement during online learning has decreased during the COVID-19 pandemic. One of the subjects that is difficult to learn during online learning is Statistics. Statistics is considered difficult for Psychology students because it uses many calculations, even though mastery of statistics is needed to analyze research. Factors such as the lecturer's teaching behavior and students' Self-Regulation strategies can influence student engagement during a Statistics course. The research examines the role of self-regulated learning as a mediator in the relationship between perceptions of creativity fostering teacher behavior and student engagement. Respondents involved in the study were 460 undergraduate Psychology students from various universities in Indonesia. The mediation test was carried out using the RStudio software. The results showed partial mediation through self-regulated learning on the relationship between perceptions of creativity fostering teacher behavior and student engagement. The results of the mediation test also show that the direct effect (0,254) is smaller than the indirect effect (0,349). The mediation test explains that the role of self-regulated learning as a mediator will have more impact on student engagement than without a mediator. Therefore, this study discovered that the role of various actors, such as lecturer behavior to foster creativity is needed to improve student self-regulated learning so that student engagement can run optimally.

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Pandemi Covid-19 membawa sejumlah tantangan dalam dunia pendidikan, kususnya terkait proses belajar-mengajar siswa. Pandemi Covid-19 membawa sejumlah konsekuensi psikologis pada kondisi emosi siswa dan hal ini memengaruhi tingkat subjective well-being secara kusus dalam konteks sekolah. Sayangnya, penelitian mengenai dampak pandemi Covid-19 pada subjective well-being di sekolah masih belum banyak dilakukan di Indonesia. Oleh karena itu, penelitian ini bertujuan untuk melihat faktor-faktor internal yang diperkirakan dapat menjadi prediktor dari subjective well-being siswa di sekolah. Secara lebih spesifik, penelitian ini ingin melihat peran academic resilience dan student engagement terhadap subjective well-being yang dimediasi oleh academic hope pada pelajar SMA. Partisipan penelitian ini adalah 509 siswa SMA, SMK dan MA di Jabodetabek. Analisis dilakukan menggunakan uji structural equation modelling (SEM) dan diketahui bahwa model penelitian yang dikembangkan fit dengan data (RMSEA= 0.066 , GFI=0.901, NFI =0.901). Academic hope diketahui memediasi secara penuh hubungan antara student engagement dan subjective well-being, dan memediasi parsial hubungan antara academic resilience dengan subjective well-being. Hasil dari penelitian ini dapat digunakan sebagai acuan psikolog sekolah untuk mengembangkan academic resilience, student engagement, dan juga academic hope sebagai upaya untuk meningkatkan subjective well-being siswa di sekolah. ......The Covid-19 pandemic has brought a number of challenges in the world of education, especially related learning process of students. The are some psychological consequences caused by the pandemic, it affects student’s emotional state and also the level of student’s subjective well-being, in particular in the school context. Unfortunately, research on the impact of the Covid-19 pandemic on subjective well-being in schools is still not widely carried out in Indonesia. Therefore, this study aims to look at the internal factors that are thought to be predictors of the subjective well-being of students at school. More specifically, this study wants to see the role of academic resilience and student engagement on subjective well-being mediated by academic hope in high school students. The participants of this study were 509 senior high school, vocational and MA students in Jabodetabek. The analysis was carried out using the structural equation modeling (SEM) test and it is known that the research model developed fits the data (RMSEA = 0.066 , GFI = 0.901, NFI = 0.901). Academic hope is known to fully mediate the relationship between student engagement and subjective well-being, and partially mediate the relationship between academic resilience and subjective well-being. The results of this study can be used as a reference for school psychologists to develop academic resilience, student engagement, and also academic hope as an effort to improve the subjective well-being of students in schools.

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Gamifikasi merupakan penggunaan elemen game pada konteks non-game. Pandemi COVID-19 yang merebak menyebabkan meningkatnya pembelajaran secara daring. Pembelajaran daring dapat menyebabkan motivasi siswa yang menurun akibat perasaan isolasi. Sebaliknya, gamifikasi dapat meningkatkan motivasi pengguna. Penelitian ini meneliti efek gamifikasi terhadap keaktifan mahasiswa pascasarjana di Indonesia berupa pengaksesan halaman Learning Management System (LMS), materi kelas, dan forum diskusi. Penelitian ini juga meneliti efek gamifikasi terhadap prestasi akademik berupa nilai mahasiswa. Game mechanic yang digunakan pada penelitian ini adalah poin, level, badge, dan leaderboard. Metode yang digunakan dalam penelitian ini mengikuti proses model design science research dan tahapan pada penelitian termasuk perancangan desain game mechanic dan pengimplementasiannya menggunakan plugin. Metode analisis yang digunakan yaitu uji Mann Whitney U. Hasil dari penelitian ini yaitu gamifikasi memberikan efek positif yang signifikan terhadap pengaksesan halaman LMS kelas, hasil positif yang tidak signifikan terhadap pengaksesan materi dan nilai mahasiswa, dan tidak memberikan hasil yang positif pada diskusi forum. Hal ini diduga menunjukkan bahwa efek gamifikasi terhadap pembelajaran tidak bertahan lama sehingga dibutuhkan perancangan yang tidak hanya mengandalkan game mechanic. Rekomendasi selanjutnya yaitu dengan membuat desain elemen badge yang lebih bertahap, memberikan feedback yang lebih cepat, mencegah adanya jeda perkuliahan, menyediakan materi pembelajaran dari awal perkuliahan, dan menggunakan parameter pencapaian pembelajaran sebagai dasar dalam mendesain elemen gamifikasi. ......Gamification is the use of game elements in non-game contexts. The outbreak of the COVID-19 pandemic has led to an increase in online learning. Online learning can lead to decreased student motivation due to feelings of isolation. On the other hand, gamification can increase user motivation. This study examines the effect of gamification on the engagement of postgraduate students in Indonesia in the form of accessing the Learning Management System (LMS) page, class materials, and discussion forums. This study also examines the effect of gamification on academic achievement in the form of student grade. Game mechanics used in this study are point, level, badge, and leaderboard. The method used in this study follows the process of the design science research model and the stages in the research including the design of game mechanic and their implementation using plugin. The analytical method used is the Mann Whitney U test. The results of this study are that gamification has a significant positive effect on student accessing class LMS page, insignificant positive result on student access to class material and student grade, and does not give positive result on forum discussions. These results also indicate that gamification effect towards learning does not last long, and so a design that does not only rely on game mechanics is needed. The next recommendations are to make the badge element to be easier to achive, provide faster feedback, prevent long lecture breaks, provide learning materials from the beginning of the lecture, and use learning outcome as the foundation for designing gamification elements.

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Pada masa pandemi Covid-19, taruna di Akademi Kepolisian yang menjalani Perkuliahan Jarak Jauh (PJJ) menunjukan tampak kurang terlibat dalam belajar. Berdasarkan hasil wawancara awal, taruna kurang terlibat dalam belajar karena mengalami berbagai hambatan dan tantangan belajar yang dijalani secara tatap maya. Penelitian terdahulu menunjukkan bahwa untuk meningkatkan keterlibatan belajar, kebutuhan dasar psikologis peserta didik harus terpuaskan oleh dosen. Selain itu, peserta didik yang memiliki kemampuan academic buoyancy dapat mengatasi hambatan akademik sehari-hari sehingga dapat terlibat dalam belajar. Oleh sebab itu, penelitian ini dilakukan untuk melihat peran academic buoyancy terhadap hubungan pemuasan kebutuhan dasar psikologis dan keterlibatan belajar. Partisipan penelitian ini berjumlah 279 taruna Akpol yang diukur dengan School Engagement Measurement, Basic Psychological Needs Satisfaction, dan Academic Buoyancy Scale. Data yang diperoleh dianalisis menggunakan analisis mediasi Macro PROCESS dari Hayes. Hasil penelitian menunjukkan academic buoyancy memediasi secara parsial hubungan antara pemuasan kebutuhan dasar psikologis dan keterlibatan belajar. Pemuasan kebutuhan dasar psikologis dapat memengaruhi keterlibatan belajar secara langsung, namun peran mediator academic buoyancy dapat meningkatkan keterlibatan belajar taruna selama menjalani PJJ. Penelitian ini juga membahas implikasi dan saran bagi institusi, dosen, taruna serta penelitian selanjutnya. ......During the COVID-19 pandemic, cadets at the Police Academy who attend school from home or distance learning, showed that they were less engaged in learning. Based on the initial interviews, cadets are less engaged in learning because they experience various obstacles and challenges in virtual learning. Previous research showed that to increase student engagement, the basic psychological needs of students must be fulfilled by the lecturer. In addition, students who have academic buoyancy skills can overcome daily academic obstacles to be engaged in learning. This research was conducted to see the role of academic buoyancy in the relationship between basic psychological needs satisfaction and student engagement. Participants in this study were 279 cadets of Police Academy measured by the ‘School Engagement Measurement’, ‘Basic Psychological Needs Satisfaction’, and ‘Academic Buoyancy Scale’. The results showed that academic buoyancy partially mediates the relationship between basic psychological needs satisfaction and student engagement. The basic psychological needs satisfaction can directly affect student engagement, but the role of an academic buoyancy as mediator can increase the student engagement of cadets during distance learning . This research also discusses implications and suggestions for institutions, lecturers, cadets, and further research.

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Penelitian ini bertujuan untuk melihat peran self-regulated learning terhadap student engagement pada siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta. Partisipan penelitian ini adalah 96 siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta yang berada pada jenjang pendidikan SMA dengan rentang usia 15 sampai 18 tahun. Data yang diperoleh diolah menggunakan metode kuantitatif, variabel self-regulated learning diukur dengan Academic Self-Regulated Learning Scale (A-SRL-S) dan variabel student engagement diukur menggunakan Student Engagement Scale (SES). Hasil analisis regresi linear menunjukkan bahwa self-regulated learning (F = 65.417, p < .05) dapat memprediksi student engagement dengan R² = .404 artinya 40% varians skor student engagement dapat dijelaskan oleh self-regulated learning. Hasil penelitian ini memperjelas arah hubungan peran self-regulated learning terhadap student engagement adalah positif. Semakin tinggi skor self-regulated learning yang diperoleh partisipan maka semakin tinggi juga skor student engagement partisipan. ......This study aims to examine the role of self-regulated learning on student engagement in student athletes at the Ragunan Special School for Athletes, Jakarta, Indonesia. The participants of this study were 96 high school level student athletes at the Special School for Athletes in Ragunan, Jakarta, Indonesia with an age range of 15 to 18 years. The data obtained were processed using quantitative methods, self-regulated learning variables were measured using the Academic Self-Regulated Learning Scale (A-SRL-S) and student engagement variables were measured using the Student Engagement Scale (SES). The results from the linear regression analysis showed that self-regulated learning (F = 65,417, p < .05) could predict student engagement with R² = .404, meaning that 40% of the variance in student engagement scores could be explained by self-regulated learning. The results of this study clarify that the relationship between the role of self-regulated learning and student engagement is positive. The higher the self-regulated learning score obtained by the participants, the higher the participant's student engagement score.