HUBUNGAN SELF REGULATED LEARNING DENGAN ACADEMIC HARDINESS PADA MAHASISWA TINGKAT AKHIR YANG SEDANG MENEMPUH SKRIPSI

Academic hardiness in students shows a willingness to engage in challenging academic assignments, commit to academic activities, and feel that they have control over their academic performance and results. One of the factors thought to be related to academic
hardiness is self regulated learning. This study aims to determine the relationship between self regulated learning and academic hardiness in final year students who are taking their thesis. The research method is a quantitative method with a correlational design. The sampling technique used was accidental sampling with 305 subjects with the criteria for final year students who were taking a thesis for at least 1 semester and above. The research instruments used were the Self Regulated Learning Scale (SRLS) and the Revised Academic Hardiness Scale (R-AHS). Data analysis using Pearson product moment correlation test. The results of this study indicate that there is a positive and significant relationship between self regulated learning and academic hardiness with a value of (r = 0.667). This shows that the higher the self-regulated learning, the higher the academic hardiness of final year students who are taking their thesis.