Self-Regulated Learning as a Predictor of Learning Motivation Among High School Students with Fear of Failure

Self-regulated learning is one of the important factors in determining students' success in achieving academic goals. This study aims to examine the role of self-regulated learning as a predictor of learning motivation in students with a tendency to fear of failure. This study uses a quantitative-correlational approach with a survey method. The research sample consisted of 159 high school students who are selected by using purposive sampling. The instruments used in this study were a fear of failure scale used for screening, a self-regulated learning scale, and a learning motivation scale. The validity of the instruments that were tested using construct validity through expert judgment and validity testing using the product moment formula. Reliability testing was conducted using Cronbach's Alpha formula with a value of 0.891 for the fear of failure instrument, 0.908 for the self-regulated learning instrument, and 0.800 for the learning motivation instrument. The results showed that there was a positive and significant relationship between self-regulated learning and student learning motivation in the tendency to fear of failure. Based on the results of the analysis using SPSS version 30, the coefficient of determination (R Square) value obtained was 0.650, which means that self-regulated learning contributes 65% to learning motivation and the remaining 35% is influenced by other factors not examined in this study. This means that the higher the self-regulated learning, the higher the learning motivation in students with a tendency to fear of failure.