Main Article Content
This study aims to determine the relationship between self-efficacy and classroom climate variables with self-regulated learning of SMA Negeri 11 Medan students. This study uses a correlational approach, which is to determine the relationship between research variables. The population is all students of SMA Negeri 11 Medan as many as 255 students. The sample is 160 students. Samples were taken using random sampling techniques.Data collection techniques used three scales, consisting of a scale of self-efficacy, classroom climate, self-regulated learning.The data collection technique used was a Likert scale questionnaire. Data analysis was performed using the Multiple Linear Regression formula. The results showed that there was a significant positive correlation between self-efficacy and self-regulated learning =0.349with p =0.003, this means that the higher self-confidence, the higher self-regulated learning. The coefficient =0.122. This shows that self-regulated learning is shaped by self-efficacy with a contribution of 12.2%.. There is a significant positive correlation betweenclassroom climateand self-regulated learning, where the coefficient of =0.636with p = 0.000, this means that the higher the family support, the higher the self-regulated learning. The coefficient of r squared for family support with the dependent variable on self-regulated learning is = 0.0.407. This shows that self-regulated learning is formed by family support with a contribution of40.7%. In addition, based on the results of data analysis, there was a significant relationship between self-efficacy andclassroom climatewith self-regulated learning, where the coefficient of =0.639with p = 0.000 means p <0.050. The determinant coefficient () of the relationship between self-confidence, family support and the dependent variable of self-regulated learning is =0.408. This shows that self-regulated learning is formed by self-confidence and family support with a contribution of 40.8%.