Self-Regulated Learning Model in Learning Mathematics in State High School Students in Bekasi City and Regency (Analysis of Amos Version 24 Application)

The purpose of this study was to test the theoretical model stating that: "The Influence/Role of Growth Mindset directly, Parental Social Support, Emotional Intelligence through self-efficacy on students' self-regulated learning Fit (in accordance) with empirical data?". And also to determine the correlation relationship between variables, namely: 1). Testing the Influence of Growth Mindset directly on Self-Regulated Learning. 2). Testing the Influence of Parental Social Support directly on self-regulated learning 3). Testing Parental Social Support on self-regulated Learning through self-efficacy. 4). Testing the influence of emotional intelligence directly on self-regulated learning. 5). Testing the influence of Emotional Intelligence on self-regulated learning through self-efficacy. 6). Testing the Influence of self-efficacy on self-regulated learning. The research method is a quantitative survey method, and data analysis with SEM (AMOS version 24, Population & sample are students of SMAN Kota Bekasi and SMAN Kabupaten Bekasi totaling 240 samples. The results of the study explain 1). The relationship between GM-SRL with a value of P = 0.007 <0.05, then H1 is accepted, meaning that there is a direct influence of Growth Mindset on self-regulated learning. 2). The relationship between DS-SRL with a value of P = 0.025 <0.05, then H2 is accepted, meaning that there is a direct influence of Parental Social Support on self-regulated learning. 3). The relationship between KE-SRL with a value of P = 0.000 <0.05, then H3 is accepted, meaning that there is a direct influence of Emotional Intelligence on self-regulated learning. 4). The relationship between DS-SE -SRL with a value of P = 0.013 <0.05, then H4 is accepted, meaning that there is an influence of Parental Social Support on Self-regulated learning through the mediator Self Efficacy. 5). The relationship between KE-SE-SRL with a value of P = 0.010 <0.05, then H5 is accepted, meaning that there is an influence of Emotional Intelligence on Self-regulated learning through the Self-efficacy variable. 6) The relationship between SE-SRL with a value of P = 0.000 < 0.05, then, H6 is accepted, meaning that there is an influence of Self Efficacy on self-regulated learning. So it can be concluded that the study with N = 240 is significant, meaning that because the value of P < 0.05 means that Ha is accepted and all variables are Valid, stated to have a role in self-regulated learning.