Peranan Hardiness terhadap Self Regulated Learning Pada Karyawan Generasi Z yang Berstatus Sebagai Mahasiswa

Employees from Generation Z, who also hold college student status, encounter difficulties in determining effective self-regulated learning strategies during their education. This research aims to investigate the role of hardiness in self-regulated learning among Generation Z employees who are also college students. The study adopts a quantitative research method, and the sample is selected through purposive sampling, comprising 118 respondents consisting of 34 respondents of male gender and 84 respondents of female gender. The age range of participants in this study was 18-26 years old. This study uses hardiness and self-regulated learning variables whose hardiness scale with an alpha coefficient of 0.832 and a self-regulated learning scale with an alpha coefficient of 0.929. The results indicate a significant relationship between hardiness and self-regulated learning (p < 0.05), with an R-square value of 0.344, suggesting a 34.4% influence of hardiness on self-regulated learning among Generation Z employees with student status. The positive direction of the regression coefficient indicates that higher levels of hardiness correspond to higher levels of self-regulated learning. This research is expected to contribute to the development of self-regulated learning by enhancing hardiness in dealing with challenges faced by Generation Z employees who are also college students