The Role of Goal-Setting as a Moderator of the Relationship Between Self-Regulated Learning and Academic Performance Among College Athletes
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Student-athletes face dual demands in maintaining both academic and athletic performance. This research aims to examine the effect of self-regulated learning (SRL) on academic performance among student-athletes and to investigate the moderating role of goal setting. A quantitative correlational approach was employed, involving 232 student-athletes from several universities in Indonesia. The instruments included a goal-setting scale, an SRL scale, and Grade Point Average (GPA) as an indicator of academic performance. The results indicate that SRL has a positive and significant effect on academic performance, demonstrating that students with better self-regulation abilities tend to achieve higher GPAs. Similarly, goal setting also shows a positive and significant direct effect on academic performance. However, the interaction between SRL and goal setting is significant with a negative direction, suggesting that goal setting weakens the effect of SRL on academic performance. This counterintuitive finding implies that when student-athletes set overly rigid or ambitious goals without adequate self-regulatory flexibility, the effectiveness of their learning strategies may be compromised. These findings highlight the importance of developing learning strategies that integrate adaptive self-regulation with realistic goal setting to support both academic and athletic success among student-athletes.
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