Self-Regulated Learning and Academic Resilience among Psychology Students Undertaking Internships

Abstract

Psychology students undertaking internships must manage academic obligations alongside varying workplace, supervisory, and professional demands. This cross-sectional study examined the association between self-regulated learning (SRL) and academic resilience among undergraduate psychology students at Universitas Negeri Surabaya, Indonesia. Of 526 eligible students invited, 316 provided complete responses and constituted the analytic sample. SRL was assessed using a shortened 50-item Indonesian form of the Academic Self-Regulated Learning Scale, whereas academic resilience was assessed using a study-specific 24-item Indonesian form derived from the Academic Resilience Scale-30. Spearman’s rank-order correlation indicated that higher SRL scores were associated with higher academic resilience scores, ρ = .561, 95% CI [.481, .633], p < .001. The attention-check sensitivity analysis and supplementary HC3 regression produced convergent findings. Following the Benjamini–Hochberg correction across 28 exploratory correlations, self-evaluation, organizing, and learning responsibility showed the numerically largest associations with total academic resilience. However, diagnostic confirmatory factor analyses did not support the prespecified factor structures. Therefore, dimension-level findings should be considered hypothesis-generating, and the primary finding should be interpreted as an association between the administered total scores rather than between fully validated latent constructs. Longitudinal and experimental studies using independently validated instruments are required before causal or intervention-related conclusions can be drawn.