The Predictive Contribution of Self-Regulated Learning and Academic Resilience to Numeracy Literacy among Fifth-Grade Elementary School Students
DOI:
https://doi.org/12.12345/al-bidayah.v18i1.12875Keywords:
Academic resilience, Numeracy literacy, Self-regulated learningAbstract
This study examined: (1) the relationship between self-regulated learning and numeracy literacy, (2) the relationship between academic resilience and numeracy literacy, and (3) their joint association with numeracy literacy among fifth-grade elementary students. The novelty of this study lies in integrating self-regulated learning and academic resilience into a single model of numeracy literacy at the elementary level, whereas prior studies have mostly examined these variables separately or in secondary education contexts. Using a quantitative correlational design, data were collected from 106 fifth-grade students of SD Muhammadiyah Condongcatur selected through purposive sampling. Instruments included questionnaires on self-regulated learning and academic resilience, and a numeracy literacy test. Data were analyzed using simple and multiple linear regression. The results showed that self-regulated learning and academic resilience were significantly associated with numeracy literacy, both partially and jointly. Self-reflection was the strongest dimension of self-regulated learning, while persistence was the dominant dimension of academic resilience. These findings suggest that numeracy literacy is closely linked to students’ reflective learning regulation and academic persistence.
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