Abstract:
Self-Regulated Learning is an essential skill to learn in this time of change, leading to lifelong learners. However, the development of self-regulated learning in positive psychology learning still needs to be improved. The objective of this study was to study the effectiveness of the A.D.M.I.R.E. program on self-regulated learning and learning motivation for 164 undergraduate students in the academic year 2022. The sample was divided into an experimental group of 85 people and a control group of 79. The instruments used in this study included a general questionnaire, a self-regulated learning scale, a learning motivation scale, and an A.D.M.I.R.E. program. The study was conducted for 2 months, once a week, one hour per time. MANOVA was applied in analyzing the gathered data.
The results showed that the learners who received the A.D.M.I.R.E. program had greater self-regulated learning and learning motivation than those who took the regular course at statistical significance at the .05 level. Guidelines for promoting self-regulated learning and learning motivation are that learners should have the opportunity to participate in their learning initiatives to reach the learning outcomes set by the instructor. The instructor should act as a coach closely with a good learning atmosphere with respect for each other.
