Anandha Putri Rahimsyah, Nurul Hikmah


21st-century learning requires students to have many skills that support their academic achievement in school. One of the predictors of student learning achievement in school is self-regulated learning. Self-regulated learning assists students not only in establishing an efficient learning approach, but also in identifying a lack of knowledge and determining the help required to aid their learning process. Low student motivation, the adoption of inefficient tactics, and low self-regulation can all have an impact on student academic achievement. The purpose of this study is to define the role of school counselors in removing impediments to students' success, improving students' learning environments, and supporting students' academic progress as implications for school counselors. The method used in this study is a systematic literature review. Data were obtained from various research or non-research scientific articles and books relevant to the research title. The study results stated that school counselor services support students' academic achievement, namely self-regulated learning. The focus of services for self-regulated learning students is related to increasing metacognitive, motivational, and behavioral. This study explained several approaches to help students have self-regulated learning that supports academic achievement.


Self-Regulated Learning, Academic Achievement, School Counselor

Full Text:



America School Counselor Association. (2005). The ASCA National model : A framework a comprehensive school counseling program. VA Author.

Alwisol. (2014). PsikologiKepribadian. UMM Press: Malang

Apranadyanti, N. (2010). Hubungan antara regulasi diri dengan motivasi berprestasi pada siswa kelas IX SMK Ibu Kartini Semarang.

Arfasa, A. J., & Weldmeskel, F. M. (2020). Practices and challenges of guidance and counseling services in secondary schools. Emerging Science Journal, 4(3), 183–191.

Clemons, T. L. (2008). THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED Underachieving Gifted Students: A Social Cognitive Model. Underachieving Gifted Students: A Social Cognitive Model, April, 1–84.

Depdiknas. (2008). Penataan Pendidikan Profesional Konselor dan Layanan Bimbingan dan Konseling dalam Jalur Pendidikan Formal. ABKIN.

Gysbers, N. C., & Henderson, P. (2006). Comprehensive Guidance and Counseling Program Evaluation: Program + Personnel = Results. Vistas Online, 187–190.

Handaka, I. B., Saputra, W. N. E., & Alhadi, S. (2019). Perbedaan self-regulated learning siswa SMP di Yogyakarta berdasarkan keberadaan kedua orang tua. Counsellia: Jurnal Bimbingan Dan Konseling, 9(1), 14.

Hong, J., Lee, Y., & Ye, J. (2020). Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID- 19 . The COVID-19 resource centre is hosted on Elsevier Connect , the company ’ s public news and information . January.

Kristiyani, T. (2016). SELF-REGULATED LEARNING. Sanata Dharma University Press.

Kuntz, J. R. C., & Gomes, J. F. S. (2012). Transformational change in organisations: A self-regulation approach. Journal of Organizational Change Management, 25(1), 143–162.

Mulawarman, M., Susilawati, S., Syifa, L., & Rifani, E. (2020). Classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era. Islamic Guidance and Counseling Journal, 3(2), 61–74.

Nodoushan, M. A. . (2012). Self-regulated learning (SRL): Emergence of the RSRLM model. International Journal of Language Studies (IJLS), 6(3), 1–16.

Pravesti, C. A., Wiyono, B. B., Handarini, D. M., Triyono, & Atmoko, A. (2020). Examining the effects of guidance and counseling services to the self-regulated learning for college students. Journal for the Education of Gifted Young Scientists, 8(1), 33–45.

Santrock; John. W. (2011). Educational Psychology. Mc. Graw Hill.

Saputra, W. N. E., Alhadi, S., Supriyanto, A., & Adiputra, S. (2021). The Development of Creative Cognitive-Behavior Counseling Model as a Strategy to Improve Self-Regulated Learning of Student. International Journal of Instruction, 14(2), 627–646.

Sink, C. A. (2005). Comprehensive School Counseling Programs and Academic Achievement— A Rejoinder to Brown and Trusty. Professional School Counseling, 9(1), 2156759X0500900.

Susanto, H. (2006). Mengembangkan Kemampuan Self Regulation Mengembangkan Kemampuan Self Regulation untuk.

Wegge, J. (2000). Participation in group goal setting: Some novel findings and a comprehensive model as a new ending to an old story. Applied Psychology, 49(3), 498–516.

Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33(5–6), 559–565.

Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339.

Zimmerman, B. J. (1990). Self_Regulated_Learnin_G_and_Academic_Achievement_M.Pdf.

Zumbrunn, S. (2011). Encourage self regulated learning in the classroom. Journal Virginia Commonwealth University, 278–299.



  • There are currently no refbacks.

Copyright (c) 2022 Universitas Pendidikan Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional.