THE EFFECT OF SELF-REGULATED LEARNING ON ACHIEVEMENT MOTIVATION WITH PEER SUPPORT AS A MEDIATOR AMONG STUDENTS OF SMA NEGERI 13 MEDAN

This study aims to analyze the effect of Self-Regulated Learning (SRL) on achievement motivation, with peer support as a mediating variable among students of SMA Negeri 13 Medan. Against the backdrop of the high demands of the National Selection Based on Achievement (SNBP), coupled with challenges related to academic procrastination, this explanatory quantitative study involved a sample of 205 eleventh-grade students from a population of 419 students. The sample was selected using proportionate stratified random sampling based on the Slovin formula with a 5% margin of error. Data were collected using a structured Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results showed that Self-Regulated Learning had a positive and significant effect on achievement motivation, Self-Regulated Learning had a positive and significant effect on peer support (beta = 0,572; p = 0,000), and peer support had a positive and significant effect on achievement motivation (beta = 0,450; p = 0,000). Furthermore, peer support was found to significantly mediate the effect of SRL on achievement motivation (beta = 0,258; p = 0,000). These findings indicate that enhancing students' self-regulation skills, supported by a supportive peer environment, can significantly optimize their achievement motivation.