Self-Regulated Learning and Academic Achievement in MBKM Students: Mediating Roles of Self-Leadership and Grit

Abstract

This study investigated the role of self-regulated learning, self-leadership, and grit in predicting the academic achievement of students participating in the Merdeka Belajar Kampus Merdeka program. The study was conducted in response to the increasing demand for students’ independent learning capacities within higher education transformation programs. This study used a quantitative correlational approach and involved 321 university students at UPGRIS enrolled in the program. The researchers collected the data with the Self-Regulated Learning Scale, Self-Leadership Scale, Grit Scale, and students’ Grade Point Average as indicators of academic achievement. Then, the researchers analyzed the data using Partial Least Squares–Structural Equation Modeling. The findings revealed that self-regulated learning significantly enhanced self-leadership and grit. In addition, self-regulated learning, self-leadership, and grit significantly contributed to academic achievement. Self-leadership and grit also mediated the influence of self-regulated learning on academic achievement. These findings underscore the importance of strengthening students’ self-management, persistence, and leadership capacities to optimize academic success in independent learning programs.