Self-Regulated Learning and Self-Perceived Employability: Causality Analysis in Final Year Students
Abstract
Entering the era of disruption, changes in the workplace, intensified job competition, and the increasing number of unemployment have made the transition period from college student to the workforce challenging. Higher education plays a significant role in preparing students for this transition. Besides possessing job-related skills, assessing job suitability and the opportunities available (self-perceived employability) is also crucial for college students after graduation. Therefore, this research aims to examine the influence of academic ability (self-regulated learning) on self-perceived employability. The respondents consisted of 100 final-year college students (8th-semester 94%) from the Jabodetabek area, selected through purposive sampling. Data were collected by distributing questionnaires comprising instruments for self-perceived employability (16 items), career maturity (32 items), and the Motivated Strategies for Learning Questionnaire (MSLQ) (45 items). Data analysis using simple linear regression indicates a positive influence of self-regulated learning on self-perceived employability among final-year college students with an effective contribution of 33.8%.
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DOI: http://dx.doi.org/10.18415/ijmmu.v11i6.5931
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