The Relationship Between Self-Regulated Learning and Critical Thinking in College Students: The Role of Academic Engagement as a Mediator

Khuzaimah, Dewi Halim (2026) The Relationship Between Self-Regulated Learning and Critical Thinking in College Students: The Role of Academic Engagement as a Mediator. Undergraduate thesis, Universitas 17 Agustus 1945 Surabaya.

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Abstract

Critical thinking skills are an essential competency in higher education, particularly in facing complex and dynamic academic demands. The development of these skills is inseparable from the role of self-regulation in learning and student engagement in academic activities. This quantitative study, using a correlational design, examines the relationship between self-regulated learning and critical thinking, with academic engagement positioned as an intermediary mechanism. The study involved university students as participants, with data collected using self-regulated learning, academic engagement, and critical thinking instruments relevant to the context of higher education. Analysis was conducted using Pearson correlation and regression to examine the direct and indirect relationships between variables. The resulting relationship pattern shows that self-regulation in learning is positively related to critical thinking, both directly and through increased student academic engagement. These findings indicate that active involvement in the academic process plays a crucial role in bridging the influence of self-regulated learning on the development of critical thinking skills, making strengthening self-regulation and academic engagement a strategic aspect in developing learning in higher education.

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