SELF-REGULATED LEARNING AND MENTAL HEALTH AMONG GENERATION Z STUDENTS: AN INTEGRATIVE PERSPECTIVE OF EDUCATIONAL PSYCHOLOGY AND ISLAMIC VALUES

• Eva latipah eva

  UIN Sunan Kalijaga

  Author

This study aims to examine self-regulated learning (SRL) among Gen Z students at the undergraduate, master’s, and doctoral levels, describe their mental health conditions, and analyze the relationship between SRL and mental health at each level of study. The study employed a quantitative approach supported by interview data to deepen the interpretation of the findings. The respondents consisted of 230 Gen Z students, comprising 175 undergraduate students, 40 master’s students, and 15 doctoral students. The data were analyzed using descriptive statistics, the Kruskal–Wallis test, Spearman correlation, and simple linear regression.

The findings indicate that students’ SRL was in the high category, with a mean score of 3.64, while their mental health was in the moderate category, with a mean score of 3.39. There were significant differences in SRL across levels of study (H = 9.949; p = 0.007) and significant differences in mental health across levels of study (H = 16.275; p < 0.001). Overall, SRL was positively and significantly associated with mental health (rho = 0.360; p < 0.001). At the undergraduate level, the relationship between SRL and mental health appeared to be the strongest (rho = 0.447; p < 0.001; R² = 0.146). At the master’s and doctoral levels, however, the relationship was not significant.

Interview data revealed that undergraduate students faced more challenges related to academic adaptation and digital distractions, master’s students experienced pressure from multiple roles, while doctoral students faced pressures related to research, publication, and study completion. These findings affirm that SRL is an important asset for the mental health of Gen Z students, particularly at the undergraduate level. However, at the master’s and doctoral levels, mental health is influenced by more complex factors. This study recommends strengthening SRL, providing academic mentoring, and developing mental health services tailored to the characteristics of each level of study.

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