Effectiveness of Self-Regulated Learning Intervention Program in Forethought Phase of a School Underachiever

L earners who exhibit a discrepancy between the expected achievement (measured using cognitive test scores or standardized intelligence tests) and their actual achievement (measured using classroom scores and teacher evaluations) are called underachievers (Reis & McCoach, 2000). In other words, students’ academic achievements are lower than their academic ability. Reis and McCoach (2000) summarized some characteristics of underachievement from several studies. Some of these characteristics include low selfefficacy, low self-control, lack of regulated learning strategies, and high external locus of control. Peterson and Colangelo (1996, in McCoach & Siegle, 2018) stated that the initial stages of underachievement are often observed in middle school. It arises as learners are demanded to adapt to new environment as they transition to middle school (Goldstein et al., 2015). In contrast to elementary school, middle school students are demanded to adapt to more responsibilities, more diversified teachers, heterogenic friendships, increasingly complex school subjects, and independence (Cleary, Velardi, et al., 2017; Santrock, 2011). Transition to middle school can be difficult for many students (Santrock, 2011) and may lead to stress Corresponding Author: Farida Kurniawati Faculty of Psychology, Universitas Indonesia Kampus Baru UI, Depok, Jawa Barat—16424 Email: farida1@ui.ac.id Abstract When someone fails to achieve their potential, it is called underachievement. This phenomenon is predominantly observed for adolescent, particularly during the transition to middle school. This finding is observed because they are obligated to adapt to many internal and external changes. Several studies have confirmed that underachievement is caused by poor self-regulated learning skills. In this study, researchers adapted the Self-Regulation Empowerment Program (SREP) to help middle school student improve their self-regulation skills in learning. This program focuses on increasing the knowledge (cognitive domain) on self-regulated learning at the forethought phase by the means of SREP. This research adopts a single-case experimental design, particularly the A-B design. The analysis is performed by observing how well the participant performs in terms of success indicators, comparison between pretest and posttest scores, and qualitative analysis. Hence, the participant could achieve all success indicators in each session. This intervention program is effective in increasing knowledge on self-regulated learning at the forethought phase in empowerment and goal setting aspects. However, it is not effective in improving the timemanagement aspect. The procedures in this intervention can be adapted by parent and teachers to help the participant in improving their self-regulated learning ability.