| dc.description.abstract | Introduction: Medical students have learning problems about difficulty getting the academic achievement and extend their study period. Academic achievement can be influenced by internal factors one of which is self-regulated learning and external factors that can be provoked by assessment. The factors that forming selfregulation learning are self-efficacy, metacognitive knowledge awareness, and prior learning experiences. The purpose of this study was to analyze the effect of self-efficacy, metacognitive knowledge awareness, and prior learning experiences on forming self-regulated learning and the effect on academic achievement. Methods: This study used an analytical descriptive observational method data quantitatively. The primary data from the motivated strategies of learnings questionnaire presented to 175 respondents. Secondary data from weekly and final examination and the data analyzed using Partial Least Square. This study was conducted during pandemic COVID-19. Result: Academic self-efficacy, metacognitive knowledge awareness and prior learning experiences on self-regulated learning have R-square = 67.4%. The metacognitive knowledge awareness and prior learning experiences significantly form self-regulated learning (T=4.122, p=0.000; T=6.855, p=0.000). Self-efficacy is not significant (T=1.896, p=0.029). Self-regulated learning on academic achievement has a value of R square 0.7%, (T =0.991, p = 0.161) shows selfregulated learning does not have a significant effect on academic achievement. The goodness of fit index=0.436, the model was fit. Conclusion: The metacognitive knowledge awareness and prior learning experiences have a significant positive effect on forming self-regulated learning, while self-efficacy is not significant. Self-regulated learning does not have a significant effect on academic achievement. Keywords: Self regulated learning, academic achievement, medical students. | en_US |
