Students can be motivated by many ways dan the most ultimate issue is to understand how and why students are motivated for academic achievement. Self regulated learning (SRL) is defined as a concept about how a leaner becomes the master of his own learning process. The aim of this research is to obtain the decription of self regulated learning of Psychology students of “X” University. SRL in this research was measured by using a questionnaire named Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ is constructed by Self regulated learning by Pintrich, Smith, Garcia dan McKeachie (1991). The research method in this research is descriptive quantitative research. Total subjects in this research were 71 Psychology students who engaged studying in 2012/2013 term. The realibility of this research was 0.953. Data analyzed by Z-score and the result revealed that 34 subjects (47.88%) had low SRL, 26 subjects (36.61%) had moderate SRL, and 11 subjects (15.49%) had high SRL. Thus, this research concluded the description of SRL of Psychology students of “X” University was in low category.

Keywords: Self Regulated Learning (SRL), Motivation, Learning Strategy

Bandura, A. (1986). Social Foundation of Thought and Action: A Social CognitiveTheory. New Jersey: Prentice-Hall, Inc.

Engglewod Cliffs Duckworthm K., Akerman, R., MacGregor, A., Salter, E., & Vorhaus, J. (2009). Self Regulated Learning: A Literature Review. London: Centre for Research on the Wider Benefits of Learning, London.

Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice-Hall Inc

Paris, S.G. & Newman, R.S. (1990). Developmental Aspects of Self-regulated learning. Journal Educational Psychologist . 25 (1), 87-102.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.

Pintrich, P. L., & De Groot, E. V. 1990. Motivational and Self Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82 (1), 33-40

Pujiatin, Sri R.R. 2004. Perkembangan SRL yang Diperoleh Melalui Pemahaman Bacaan dan Membuat Ringkasan pada Anak SMA. Tesis tidak diterbitkan. Jakarta: Universitas Indonesia.

Rustanto, R. (2009). Faktor-faktor yang Mempengaruhi Motivasi Belajar Demi Mencapai Performance Akademik yang Baik di Kalangan Mahasiswa Psikologi. Skripsi. Semarang: Universitas Katolik Soegijapranata.

Schunk, D.H & Zimmerman. B.J. (1997). Self-regulated learning and performance : Issues and educational applications. Hillsdale, NJ: Lawrence Er Erlbaum Associates, Inc.

Sugiyono. (2007). Metode Penelitian Bisnis. Bandung: Alfabeta.

Woolfolk, A.E. (1995). Educational Psychology. Boston : Allyn and Bacon.

Zimmerman, B.J. (2002). Achieving Self -Regulation: The Trial and Triumph of Adolescence. In Pajares, F., & Urdan, T, Adolescence and education. Vol.2. (pp. 122-142). Academic Motivation of Adolescence. Greenwich: Information Age Publishing.

Zumbrunn, S., Tadlock., J., & Roberts, E. D. (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Virginia: Virginia Commonwealth University. Internet

Cobb, R. (2003). The relationship between self regulated learning behaviors and academic performance in web-based courses. The Faculty of Virginia Polytechnic Institute and State University: Dissertation. Retrieved 15 June 2013, from http://scholar.lib.vt.edu/theses/available/etd-03212003-130332/unrestricted/srlonline_dissertation.pdf