Peran layanan bimbingan dan konseling perkembangan dalam mengembangkan regulasi diri siswa pada kondisi kerentanan sosial-ekonomi
Main Article Content
Abstract
Socioeconomic vulnerability can impact students' psychological and academic development, including self-regulation skills, which play a crucial role in learning success. This article aims to analyze the role of developmental guidance and counseling services in supporting student self-regulation in situations of socioeconomic vulnerability. The study employed a library research method, analyzing various relevant scientific articles, books, and academic documents. Data were analyzed through thematic reduction, synthesis, and interpretation. The study results indicate that developmental guidance and counseling services play a role in improving self-awareness, emotional management, learning motivation, goal-setting, decision-making, problem-solving, and social skills. The effectiveness of these services is supported by the implementation of basic services, responsive services, individual planning, and system support through collaboration between schools, families, and the community. These findings confirm that guidance and counseling programs that are responsive to students' socioeconomic conditions can strengthen self-regulation, increase psychological resilience and academic success, and support the realization of inclusive and equitable education.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
American School Counselor Association. (2022). ASCA national model: A framework for school counseling programs (4th ed.).
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Blair, C., & Raver, C. C. (2016). Poverty, stress, and brain development: New directions for prevention and intervention. Academic Pediatrics, 16(3), S30–S36. https://doi.org/10.1016/j.acap.2016.01.010
Broadbent, J., & Fuller-Tyszkiewicz, M. (2018). Profiles in self-regulated learning and their correlates for online and blended learning students. Educational Technology Research and Development, 66, 1435–1455. https://doi.org/10.1007/s11423-018-9595-9
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology (6th ed., Vol. 1, pp. 793–828). John Wiley & Sons.
Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling, 16(2), Article 2156759X0001600204. https://doi.org/10.1177/2156759X0001600204
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425–474. https://doi.org/10.1007/s10648-015-9320-8
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge.
Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development. Psychological Bulletin, 139(6), 1342–1396. https://doi.org/10.1037/a0031808
Gladding, S. T. (2018). Counseling: A comprehensive profession. Pearson.
Gysbers, N. C., & Henderson, P. (2014). Developing and managing your school guidance and counseling program (5th ed.). American Counseling Association.
Hadwin, A. F., Järvelä, S., & Miller, M. (2022). Self-regulation, co-regulation, and socially shared regulation of learning. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 83–106). Routledge.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
Raver, C. C. (2012). Low-income children’s self-regulation in the classroom: Scientific inquiry for social change. American Psychologist, 67(8), 681–689. https://psycnet.apa.org/doi/10.1037/a0030085
Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge.
Sink, C. A. (2023). Contemporary school counseling: Theory, research, and practice. Routledge.
UNESCO. (2021). Reimagining our futures together: A new social contract for education.
UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms?
UNICEF. (2021). The state of the world’s children 2021: On my mind—Promoting, protecting and caring for children’s mental health.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909