Spiritual intelligence, piety self-regulation, and parental attitudes as predictors of achievement motivation among Indonesian university students

  • Akhmad Fajar Prasetya
    Universitas Ahmad Dahlan Yogyakarta, Indonesia
    Indonesia
  • Yuzarion Yuzarion 
    Universitas Ahmad Dahlan Yogyakarta, Indonesia
    Indonesia
  • Yusutria Yusutria
    Universitas Ahmad Dahlan Yogyakarta, Indonesia
    Indonesia
  • Unggul Haryanto Nur Utomo
    Universitas Ahmad Dahlan Yogyakarta, Indonesia
    Indonesia
  • Ahmad Muhammad Diponegoro
    Universitas Ahmad Dahlan Yogyakarta, Indonesia
    Indonesia
  • Junaidi Junaidi
    Universitas AMIKOM Yogyakarta, Indonesia
    Indonesia
  • Alfaiz Alfaiz
    Universitas Ma'som Bandung, Indonesia
    Indonesia
  • Ryan Hidayat Rafiola
    Universitas Negeri Gorontalo, Indonesia
    Indonesia
  • Hengki Yandri
    Institut Agama Islam Negeri Kerinci, Indonesia
    Indonesia

Abstract

Achievement motivation is an important psychological factor underlying students’ academic engagement and success. This study examined whether spiritual intelligence, self-regulation in piety, and parental attitudes toward children significantly predict achievement motivation among Indonesian university students. A quantitative cross-sectional design was employed with 280 undergraduate students from West Sumatra, DKI Jakarta, and the Special Region of Yogyakarta, selected through proportional stratified sampling. Data were collected using Likert-type instruments with good internal consistency (Cronbach’s α = .799–.893) and analyzed using multiple linear regression. The results indicated that the three predictors jointly explained 92.2% of the variance in achievement motivation (F(3, 276) = 686.279, p < .001). Spiritual intelligence (β = .203), self-regulation in piety (β = .663), and parental attitudes toward children (β = .143) were positive and significant predictors (p < .001). Self-regulation in piety demonstrated the strongest predictive association. These findings suggest that achievement motivation is associated with the interplay of spiritual intelligence, value-based self-regulation, and supportive parental attitudes within the Indonesian cultural context. The findings extend achievement motivation perspectives by highlighting culturally situated internal and social-contextual resources. However, the cross-sectional self-report design limits causal interpretation, and the high explained variance should be interpreted cautiously due to potential shared variance and common-method bias.

Keywords
  • Achievement motivation, Educational psychology, Parental attitudes toward children, Self-regulation in piety, Spiritual intelligence, University students
Lisensing Information
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References
  1. Alfatihah, S. H. (2024). Hubungan antara kecerdasan spiritual dan prestasi akademik pada mahasiswa [Undergraduate thesis, Universitas Islam Indonesia]. Repository Universitas Islam Indonesia.
  2. Al-Madadha, A., Al-Adwan, A. S., & Falahat, M. (2026). How emotional intelligence and spiritual intelligence foster employee engagement and organizational success. Journal of Modelling in Management, 21(2), 734–753. https://doi.org/10.1108/JM2-02-2025-0064
  3. Alqhaiwi, Z., & Luu, T. (2023). Workplace spirituality and service-oriented performance via work engagement in public organizations: The moderating role of service climate. Public Management Review, 26(2), 1–28. https://doi.org/10.1080/14719037.2023.2239245
  4. Anwar, M. A., Gani, A. M. O., & Rahman, M. S. (2020). Effects of spiritual intelligence from Islamic perspective on emotional intelligence. Journal of Islamic Accounting and Business Research, 11(1), 216–232. https://doi.org/10.1108/JIABR-10-2016-0123
  5. Aqmar, S. N. (2025). The influence of self-control and religiosity on the academic flow of Islamic education students at Universitas Muhammadiyah Yogyakarta, Indonesia. Journal of Islamic Education and Ethics, 3(1), 73–88. https://doi.org/10.18196/jiee.v3i1.77
  6. Ardhaoui, K., Serra Lemos, M., & Silva, S. (2021). Effects of new teaching approaches on motivation and achievement in higher education applied chemistry courses: A case study in Tunisia. Education for Chemical Engineers, 36, 160–170. https://doi.org/10.1016/j.ece.2021.05.004
  7. Bai, H., Wang, G., & Su, J. (2026). The effect of parental educational expectations stress on adolescents' depression in China: The mediating roles of self-efficacy and anxiety, and the moderating role of authoritarian parenting. Acta Psychologica, 266, 106845. https://doi.org/10.1016/j.actpsy.2026.106845
  8. Borgstede, B. K., Kalibatseva, Z., & Girgis, H. (2025). Perfectionism in context: Authoritarian influence of parenting, birth order, cultural values and their associations with psychological distress. Personality and Individual Differences, 246, 113372. https://doi.org/10.1016/j.paid.2025.113372
  9. Bosch, E., Seifried, E., & Spinath, B. (2021). What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement. Learning and Individual Differences, 91, 102056. https://doi.org/10.1016/j.lindif.2021.102056
  10. Camarote, J., Tian, J., & Gunderson, E. A. (2026). Children’s motivational beliefs in math, verbal, and spatial domains: Relations to gender, grade level, and achievement. Journal of Experimental Child Psychology, 267, 106496. https://doi.org/10.1016/j.jecp.2026.106496
  11. Çelik, O. (2024). Academic motivation in adolescents: The role of parental autonomy support, psychological needs satisfaction and self-control. Frontiers in Psychology, 15, 1384695. https://doi.org/10.3389/fpsyg.2024.1384695
  12. Chan, S. W. (2024). Self-regulated learning and academic achievement among university students in online learning environments. Journal of Advanced Research in Applied Sciences and Engineering Technology, 59(2), 192–206. https://doi.org/10.37934/araset.59.2.192206
  13. Chen, I.-H., Kuo, H.-C., Chan, C.-H., & Wu, E. L. (2026). Unlocking potentials: Impact of integrating scaffolded educational escape rooms on junior high school students’ motivation, creativity, and academic achievement in Chinese language instruction. Cognitive Development, 78, 101700. https://doi.org/10.1016/j.cogdev.2026.101700
  14. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
  15. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://www.scirp.org/reference/referencespapers?referenceid=2895169
  16. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. https://www.scirp.org/reference/referencespapers?referenceid=2697821
  17. David, L., Biwer, F., Crutzen, R., & de Bruin, A. (2024). The challenge of change: Understanding the role of habits in university students’ self-regulated learning. Higher Education, 88, 2037–2055. https://doi.org/10.1007/s10734-024-01199-w
  18. Deng, K., & Chen, X. (2025). Exploring the impact of AI-driven emotional resilience on academic persistence, motivation, cognitive flexibility, and autonomy in self-regulated learning: A self-determination theory perspective. Learning and Motivation, 102, 102167. https://doi.org/10.1016/j.lmot.2025.102167
  19. Deng, L., Zhou, Y., & Broadbent, J. (2024). Distraction, multitasking and self-regulation inside university classroom. Education and Information Technologies, 29, 23957–23979. https://doi.org/10.1007/s10639-024-12786-w
  20. Deniz, B., Çetin Kara, H., & Deniz, R. (2026). Perceived social support and parenting attitudes among parents of children with hearing loss. International Journal of Pediatric Otorhinolaryngology, 204, 112813. https://doi.org/10.1016/j.ijporl.2026.112813
  21. Dioventa, A., & Nirwana, N. Q. S. (2024). Learning interest and spiritual intelligence in Sharia Accounting learning outcomes. Indonesian Journal of Law and Economics Review, 19(4). https://doi.org/10.21070/ijler.v19i4.1245
  22. Dönmez, H., Arpaci, T., & Güner, Ş. N. (2026). Predictive effect of having a child with primary immunodeficiency on resilience, self-efficacy and spiritual well-being of Turkish parents. Journal of Pediatric Nursing, 87, 112–117. https://doi.org/10.1016/j.pedn.2025.12.027
  23. Dormer, C., Sinley, R., Lunford, J., & Segall, M. (2021). Effects of college classroom goal-setting activities on autonomous motivation, competence, relatedness, and achievement of goals. Journal of the Academy of Nutrition and Dietetics, 121(9 Suppl.), A23. https://doi.org/10.1016/j.jand.2021.06.052
  24. Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
  25. Dunn, T. J., & Kennedy, M. (2019). Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104–113. https://doi.org/10.1016/j.compedu.2019.04.004
  26. Fathi, J., & Aghamirzaei, A. (2026). Interplay of mindfulness, motivation, and self-regulation in predicting L2 achievement: A mixed-methods study. Acta Psychologica, 262, 106059. https://doi.org/10.1016/j.actpsy.2025.106059
  27. Field, A.P. (2018) Discovering Statistics Using IBM SPSS Statistics. 5th Edition, Sage, Newbury Park. https://www.scirp.org/reference/referencespapers?referenceid=3504991
  28. Gao, F. (2025). Exploring the role of EFL students’ AI literacy and readiness in their academic goal orientations: An achievement goal theory (AGT) perspective. Learning and Motivation, 102, 102203. https://doi.org/10.1016/j.lmot.2025.102203
  29. Gordeeva, T. O., Nechaeva, D. M., & Sychev, O. A. (2024). Parental control and autonomy support during childhood as predictors of students’ academic motivation and success. New Ideas in Child and Educational Psychology, 4(3–4).
  30. Graf, B., Beinig, R., Schwickert, S., & Schischke, D. (2026). Consolidation and integration of information overload and communication overload: A theory-based derivation of distinct measurement models and scale development. International Journal of Information Management, 88, 103045. https://doi.org/10.1016/j.ijinfomgt.2026.103045
  31. Grolnick, W. S., & Pomerantz, E. M. (2021). Issues and challenges in studying parental control: Toward a new conceptualization. Child Development Perspectives, 15(2), 77–83. https://doi.org/10.1111/cdep.12405
  32. Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154. https://doi.org/10.1037/0022-0663.81.2.143
  33. Hair, J. F., Babin, B. J., Anderson, R. E., & Black, W. C. (2019). Multivariate Data Analysis (8th ed.). Cengage Learning. https://www.scirp.org/reference/referencespapers?referenceid=3935304
  34. Hakim, L. A., & Sari, R. (2025). Mental well-being on grit and spiritual intelligence. Jurnal Pendidikan Agama Islam, 9(2). https://doi.org/10.23887/jpai.v9i2.93725
  35. He, J., Antonyan, L., Zhu, H., Ardila, K., Li, Q., Enoma, D., Zhang, W., Liu, A., Chekouo, T., Cao, B., MacDonald, M. E., Arnold, P. D., & Long, Q. (2024). A statistical method for image-mediated association studies discovers genes and pathways associated with four brain disorders. The American Journal of Human Genetics, 111(1), 48–69. https://doi.org/10.1016/j.ajhg.2023.11.006
  36. Heydarnejad, T. (2025). Unmasking the impacts of self-evaluation in AI-supported writing instruction on EFL learners’ emotion regulation, self-competence, motivation, and writing achievement. Computers and Education: Artificial Intelligence, 9, 100494. https://doi.org/10.1016/j.caeai.2025.100494
  37. Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis of self-determination theory. Psychological Bulletin. https://doi.org/10.1037/bul0000348
  38. Iddrisu, M., Poku, C. A., Pwavra, J. B. P., Yawson, A. O., Mensah, E., Oppong, S. S., Aarah-Bapuah, M., Agyare, V. A., & Aziato, L. (2025). From aspiration to achievements: Exploring the motivational drives behind female graduate nursing students' pursuit of higher education in Ghana. Nurse Education Today, 147, 106580. https://doi.org/10.1016/j.nedt.2025.106580
  39. Imron, I., Mawardi, I., & Şen, A. (2023). The influence of spirituality on academic engagement through achievement motivation and resilience. International Journal of Islamic Educational Psychology, 4(2), 314-326. https://doi.org/10.18196/ijiep.v4i2.19428
  40. Indrayani, F., Yuzarion, Y., & Hidayah, N. (2021). Pentingnya kecerdasan spiritual bagi self-regulated learning siswa SMA. Jurnal Studia Insania, 9(1), 23–31. https://doi.org/10.18592/jsi.v9i1.4589
  41. Jeno, L. M., Levesque-Bristol, C., Nylehn, J., Pavlovic, Z., Roness, D., & Weinstein, N. (2026). A short-term longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students' achievement and dropout from teacher education. Acta Psychologica, 266, 106957. https://doi.org/10.1016/j.actpsy.2026.106957
  42. Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139–152. https://doi.org/10.1016/j.cedpsych.2018.06.005
  43. Kardo, R., & Yuzarion, Y. (2017). Sikap guru terhadap peserta didik dalam belajar. Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan, 2(2), 189–195. https://journal-fip.um.ac.id/index.php/jktpk/article/view/4657
  44. Khattak, A., & Khattak, S. R. (2026). Spiritual leadership and employee voice behavior in higher education institutions: A moderated mediation model. Acta Psychologica, 266, 106831. https://doi.org/10.1016/j.actpsy.2026.106831
  45. King, D. B., & DeCicco, T. L. (2009). A viable model and self-report measure of spiritual intelligence. International Journal of Transpersonal Studies, 28(1), 68–85. https://doi.org/10.24972/ijts.2009.28.1.68
  46. Koivuhovi, S., Jung, A., Kilpi-Jakonen, E., Little, T. D., & Vainikainen, M.-P. (2025). Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement. Teaching and Teacher Education, 153, 104847. https://doi.org/10.1016/j.tate.2024.104847
  47. Kulakow, S. (2020). Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter? Learning and Motivation, 70, 101632. https://doi.org/10.1016/j.lmot.2020.101632
  48. Le Thi, X. T. (2026). Academic motivation and student well-being: The mediating role of ChatGPT attitudes and usage in psychological help-seeking. Social Sciences & Humanities Open, 13, 102860. https://doi.org/10.1016/j.ssaho.2026.102860
  49. Liou, P.-Y., Huang, S.-C., Myoung, E., & Chen, S. (2026). Does motivation towards science mediate the relationship between parental support and adolescent science achievement? A comparison of two countries. International Journal of Educational Research, 136, 102903. https://doi.org/10.1016/j.ijer.2025.102903
  50. Lourenço, A., Paiva, M. O., & Valente, S. (2025). Strategies that transform: Self-regulation and volitional control as keys to academic achievement. Social Sciences, 14(5), 285. https://doi.org/10.3390/socsci14050285
  51. Martin, A. J., Collie, R. J., & Malmberg, L.-E. (2024). Exploring the roles of academic, personal, and cultural demands and resources in immigrant students' motivation, engagement, and achievement. Learning and Instruction, 92, 101903. https://doi.org/10.1016/j.learninstruc.2024.101903
  52. Mâță, L., Antohe, B.-A., Ciocan, C., & Chicioreanu, T. (2026). Students’ motivation towards traditional versus online academic learning. Acta Psychologica, Article 106880. https://doi.org/10.1016/j.actpsy.2026.106880
  53. Mazumdar, P., & Mazumdar, N. (2025). The role of spiritual well-being in consciousness for sustainable consumption. Social Responsibility Journal, 21(9), 2112–2132. https://doi.org/10.1108/SRJ-06-2024-0390
  54. McClelland, D. C. (1961). The Achieving Society. Princeton, NJ: Van Nostrand. http://dx.doi.org/10.1037/14359-000
  55. Ng, P. C., & Fung, G. P. G. (2023). Spiritual and cultural influences on end-of-life care and decision-making in NICU. Seminars in Fetal and Neonatal Medicine, 28(4), 101437. https://doi.org/10.1016/j.siny.2023.101437
  56. Otuka, G. L. R., Vitorino, L. M., de Freitas, L. J., Tozzo, M. C., & de Oliveira, A. S. (2025). Exploring the associations between religious-spiritual and psychosocial factors, and disability, self-efficacy, and pain intensity in chronic shoulder pain. Musculoskeletal Science and Practice, 80, 103435. https://doi.org/10.1016/j.msksp.2025.103435
  57. Ouyang, X., & Chan, W. W. L. (2025). The interrelations between home numeracy activities, children's attitudes toward mathematics, and their mathematics achievement. Early Childhood Research Quarterly, 70, 19–29. https://doi.org/10.1016/j.ecresq.2024.08.008
  58. Ozdemir Koyu, H., Algül, G., Altay, N., & Kilicarslan, E. (2024). The effect of psychological resilience and spiritual well-being on the experience of hope in parents of children with cancer. Journal of Pediatric Nursing, 76, e34–e41. https://doi.org/10.1016/j.pedn.2024.01.016
  59. Özkul, R., Polatcan, M., Karacabey, M. F., & Bellibaş, M. Ş. (2025). Fostering school and classroom discipline in Türkiye: Leadership, shared decision-making, parental involvement and teacher self-efficacy. Studies in Educational Evaluation, 87, 101543. https://doi.org/10.1016/j.stueduc.2025.101543
  60. Paige, K. J., Burkhouse, K. L., & Suor, J. H. (2025). Maternal histories of depression and childhood maltreatment, authoritarian parenting, and daughter error-related negativity: Developmental model of adolescent daughter depression risk. Journal of Mood & Anxiety Disorders, 12, 100153. https://doi.org/10.1016/j.xjmad.2025.100153
  61. Pallant, J. (2020). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS. London: McGraw-Hill, Open University Press.
  62. https://doi.org/10.4324/9781003117452
  63. Pestana, S. C. C., Peixoto, F., & Pinto, P. R. (2021). Academic achievement and intrinsic motivation in higher education students: An analysis of the impact of using concept maps. Journal of Applied Research in Higher Education, 15(3), 663–680. https://doi.org/10.1108/JARHE-09-2021-0352
  64. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
  65. Poonam, & Sengupta, S. S. (2025). The moderating role of workplace spirituality in the relationship between employees’ psychological well-being and job performance. Journal of Management Development, 44(5), 664–675. https://doi.org/10.1108/JMD-01-2025-0005
  66. Qian, J. (2025). The relationship between parental investment and high school students' academic achievement: The mediating role of academic emotions and the moderating role of learning motivation. Acta Psychologica, 259, 105364. https://doi.org/10.1016/j.actpsy.2025.105364
  67. Rababa, M., Al-Za'areer, M. S., Elshatarat, R. A., Al Niarat, T. F., Saleh, Z. T., Hamithi, M. A., Alnawafleh, K. A., Alharbi, A. A., Alasmari, A. A., & Ismail, M. S. (2026). Lifelong learning tendencies, counseling self-efficacy, professional self-doubt, and perceptions of nursing excellence among emergency and critical care nurses: A cross-sectional study. Applied Nursing Research, 88, 152062. https://doi.org/10.1016/j.apnr.2026.152062
  68. Rafiola, R. H., Alfaiz, A., Yuzarion, Y., & Yandri, H. (2023). Behavior modification psychosynthesis vs spiritual perspective: A comparative synthesis analysis of counseling approaches. Indonesian Journal of Counseling & Development, 5(2), 108–119. https://doi.org/10.32939/ijcd.v5i2.3115
  69. Raza, S. A., Qazi, W., & Yousufi, S. Q. (2020). The influence of psychological, motivational, and behavioral factors on university students' achievements: The mediating effect of academic adjustment. Journal of Applied Research in Higher Education, 13(3), 849–870. https://doi.org/10.1108/JARHE-03-2020-0065
  70. Runge, J. M., Hagemeyer, B., Neyer, F. J., & Engeser, S. (2025). Transgenerational transmission: An investigation of parents’ achievement motives, achievement imagery in children’s books, and children’s academic performance. Journal of Research in Personality, 115, 104569. https://doi.org/10.1016/j.jrp.2024.104569
  71. Sagitova, R., Ramazanova, M., Sharplin, E., Berekeyeva, A., & Parmenter, L. (2023). Understanding human participant research ethics: The perspectives of social scientists in Central Asia. International Journal of Educational Research, 122, 102303. https://doi.org/10.1016/j.ijer.2023.102303
  72. Samuel, B., Simon, T., & Yaregal, A. (2026). Mathematical modeling of cholera transmission: Evaluating the role of spiritual holy water treatment practices for cholera control in Ethiopia. Scientific African, 31, e03229. https://doi.org/10.1016/j.sciaf.2026.e03229
  73. Santoso, A. M., & Yuzarion, Y. (2021). Analysis of learning agility in the performance of achievement teachers in Yogyakarta. PEDAGOGIK: Jurnal Pendidikan, 8(1). https://doi.org/10.33650/pjp.v8i1.2126
  74. Sawada, K., Cheung, C. S., & Takahashi, Y. (2024). Developmental trajectories of creativity during early adolescence in a Japanese sample: Links to perceived parental autonomy support and psychological control. Thinking Skills and Creativity, 53, 101568. https://doi.org/10.1016/j.tsc.2024.101568
  75. Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge. https://doi.org/10.4324/9781315697048
  76. Schunk, D.H., Meece, J.L. and Pintrich, P.R. (2014) Motivation in Education: Theory Research and Applications. 94th Edition, Pearson, Boston. https://www.scirp.org/reference/referencespapers?referenceid=3157529
  77. Selvamani, L., Dhilipan, C., Divyalakshmi, G., Lakshmi, J., & Krishna, V. B. (2024). Exploring the role of self-determination theory and theory of planned behaviour in understanding the link between spiritual motivation and university-industry collaboration. Journal of Organizational Change Management, 37(5), 988–1011. https://doi.org/10.1108/JOCM-05-2023-0181
  78. Simbolon, S. E. A., Kusumaputri, E. S., & Hadji, A. A. (2023). The positive impact of parental autonomy support, academic socialization, parental responses, and psychological control on Muslim students’ motivation. International Journal of Islamic Educational Psychology, 4(2), 327–347. https://doi.org/10.18196/ijiep.v4i2.19692
  79. Steinberg, L. (2001). We know some things: Parent–adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1–19. https://doi.org/10.1111/1532-7795.00001
  80. Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52, 83–110. https://doi.org/10.1146/annurev.psych.52.1.83
  81. Stocks, G., & Slater, S. (2016). Training in positive behavioural support: Increasing staff self-efficacy and positive outcome expectations. Tizard Learning Disability Review, 21(2), 95–102. https://doi.org/10.1108/TLDR-04-2015-0020
  82. Tajeri Moghadam, M., Abbasi, E., & Khoshnodifar, Z. (2020). Students' academic burnout in Iranian agricultural higher education system: The mediating role of achievement motivation. Heliyon, 6(9), e04960. https://doi.org/10.1016/j.heliyon.2020.e04960
  83. Takemura, N., Kwok, J. Y.-Y., Chan, W. L., & Fong, D. Y.-T. (2026). Feasibility, acceptability, and preliminary efficacy of Tai Chi versus mindful yoga on psycho-spiritual distress in patients with advanced cancer: A mixed-method pilot randomized controlled trial. European Journal of Oncology Nursing, 80, 103111. https://doi.org/10.1016/j.ejon.2026.103111
  84. Tao, V. Y. K., Kam, C. C. S., Li, Y., & Wu, A. M. S. (2023). Differential prospective relationships of social-oriented and individual-oriented achievement motivations with achievement goals and affective wellbeing: A 1-year follow-up study. Learning and Instruction, 85, 101734. https://doi.org/10.1016/j.learninstruc.2023.101734
  85. Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
  86. Tornóczky, G. J., Nagy, H., Karsai, I., Conceição, A., Podstawski, R., & Szabo, A. (2026). The role of yoga in enhancing spiritual and psychological health: Evidence from a large cross-sectional study. Complementary Therapies in Medicine, 97, 103330. https://doi.org/10.1016/j.ctim.2026.103330
  87. Tornóczky, G. J., Nagy, H., Karsai, I., Conceição, A., Podstawski, R., & Szabo, A. (2026). The role of yoga in enhancing spiritual and psychological health: Evidence from a large cross-sectional study. Complementary Therapies in Medicine, 97, 103330. https://doi.org/10.1016/j.ctim.2026.103330
  88. Townley-Flores, C., Sulik, M. J., Bardack, S., & Obradović, J. (2022). Interplay of motivational beliefs and self-regulation with achievement across economic risk. Journal of Applied Developmental Psychology, 82, 101442. https://doi.org/10.1016/j.appdev.2022.101442
  89. Vasalampi, K., Tolvanen, A., Torppa, M., Poikkeus, A.-M., Hankimaa, H., & Aunola, K. (2023). PISA reading achievement, literacy motivation, and school burnout predicting adolescents’ educational track and educational attainment. Learning and Individual Differences, 108, 102377. https://doi.org/10.1016/j.lindif.2023.102377
  90. Villar, E., Mayo, M. E., Martínez-López, Z., & Tinajero, C. (2024). What are the principal and most effective strategies for motivational self-regulation? A systematic review and meta-analyses. Learning and Individual Differences, 113, 102480. https://doi.org/10.1016/j.lindif.2024.102480
  91. Vitous, C. A. (2026). Introduction to qualitative research in surgery. Surgery, 193, 110115. https://doi.org/10.1016/j.surg.2026.110115
  92. Wang, G., Nie, Y., Yeo, A., & Bai, B. (2026). From achievement motivation to anxiety: How individualist–collectivist cultures shape the achievement experience in learning. Learning and Instruction, 104, 102379. https://doi.org/10.1016/j.learninstruc.2026.102379
  93. Wang, J., Zheng, Z., Jin, T., Wang, Y., Wu, H., Yang, Q., Ma, L., Zhang, W., & Yuan, C. (2026). A longitudinal study of supportive care needs among Chinese parents of children with acute lymphoblastic leukemia. Asia-Pacific Journal of Oncology Nursing, 13, 100827. https://doi.org/10.1016/j.apjon.2025.100827
  94. Waskito, M. I. B., Pramono, A. D., & Firmansyah, M. (2022). Kontribusi kecerdasan spiritual dan kecerdasan sosial terhadap prestasi akademik mahasiswa. Jurnal Kedokteran Komunitas (Journal of Community Medicine), 10(2).
  95. Wei, S., Teo, T., Malpique, A., & Lausen, A. (2022). Parental autonomy support, parental psychological control and Chinese university students’ behavior regulation: The mediating role of basic psychological needs. Frontiers in Psychology, 12, 735570. https://doi.org/10.3389/fpsyg.2021.735570
  96. Witte, K., Spinath, B., & Ziegler, M. (2024). Dissecting achievement motivation: Exploring the link between states, situation perception, and trait-state dynamics. Learning and Individual Differences, 112, 102439. https://doi.org/10.1016/j.lindif.2024.102439
  97. Wu, W., & Zhang, Y. (2025). Mathematics motivation, achievement, and gender inequality in social intuitions: Unpacking gender differences in STEM career expectations across 75 societies. Learning and Individual Differences, 124, 102815. https://doi.org/10.1016/j.lindif.2025.102815
  98. Xu, J. (2022). A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives. Computers & Education, 177, 104367. https://doi.org/10.1016/j.compedu.2021.104367
  99. Xuan, Y. (2025). Unlocking the power of AI-driven adaptive Chinese learning: Exploring its correlation with student competence, self-regulation, cognitive load, and goal setting through the lens of Achievement Goal Theory. Learning and Motivation, 92, 102208. https://doi.org/10.1016/j.lmot.2025.102208
  100. Yuzarion, Diponegoro, A. M., Prasetya, A. F., Taufikurrahman, A., Isma, A. I., & Anari, I. (2024). The contribution of self-regulated learning, self-awareness, and spiritual intelligence to academic achievement. PSIKOLOGIKA: Jurnal Pemikiran dan Penelitian Psikologi, 29(1), 91–106. https://doi.org/10.20885/psikologika.vol29.iss1.art6
  101. Yuzarion, Y., Yusutria, Y., Wahab, F. I., Santos, F. L. C., Alfaiz, A., Yandri, H., et al. (2025). The relationship between spiritual intelligence, emotional intelligence, and self-regulated learning in high school students. Jurnal Konseling dan Pendidikan, 13(3), 535–541. https://doi.org/10.29210/1182100
  102. Yuzarion. (2025). Psikologi pembelajaran taqwa. Haqi Paradise Mediatama. https://drive.google.com/file/d/1zdWf5gRI7oIzJH0zrJK_tApi05a9BU0H/view?usp=sharing
  103. Zhang, H., & Ma, F. (2026). A longitudinal study of digital multimodal learning activities and achievement motivation: A superposition perspective from Chinese EFL learners. Learning and Motivation, 94, 102252. https://doi.org/10.1016/j.lmot.2026.102252
  104. Zhao, J. (2025). The role of learners’ AI literacy and resilience in boosting their engagement and motivation in AI-based settings: From an achievement goal theory perspective. Learning and Motivation, 91, 102152. https://doi.org/10.1016/j.lmot.2025.102152
  105. Zhao, X., Lai, X., Huang, S., Li, Y., Dai, X., Wang, H., He, Y., & Wang, Y. (2024). Long-term protective effects of physical activity and self-control on problematic smartphone use in adolescents: A longitudinal mediation analysis. Mental Health and Physical Activity, 26, 100585. https://doi.org/10.1016/j.mhpa.2024.100585
  106. Zhao, Z., Ren, P., & Yang, Q. (2023). Student self-management, academic achievement: Exploring the mediating role of self-efficacy and the moderating influence of gender Insights from a survey conducted in 3 universities in America. Journal of Integrated Social Sciences and Humanities, 1(1), 1-12. https://doi.org/10.62836/jissh.v1i1.159
  107. Ziller, C., & Hummler, T. (2025). Beyond religious categories: Understanding differences between Muslims and non-Muslims in accepting parenting styles involving physical discipline. Social Science Research, 131, 103221. https://doi.org/10.1016/j.ssresearch.2025.103221
  108. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
  109. Zohar, D., & Marshall, I. (2001). SQ: Spiritual Intelligence: The Ultimate Intelligence. London: Bloomsbury Publishing. https://www.alisonmorgan.co.uk/Books/Zohar%202000.pdf

Downloads

PDF

Statistic

Abstract Views
: 161 times
PDF
: 43 times