Partial Least Squares Structural Equation Modeling (PLS-SEM): the influence of autonomy and relatedness on student competence in English learning

Authors

  • Erista Sahara Institut Prima Bangsa
  • Naila Fahira Institut Prima Bangsa
  • Siti Kholifah Institut Prima Bangsa

DOI:

https://doi.org/10.70152/leotech.v1i2.160

Keywords:

Autonomy, Competence, Elementary Students, English Language Learning, PLS-SEM, Relatedness

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Abstract

This study aims to examine the influence of psychological factors of autonomy, relatedness on improving academic competence in learning English among elementary school students. This study used a quantitative approach with survey method and used Partial Least Squares Structural Equation Modeling (PLS-SEM) for data analysis. The sample consisted of 240 students from three primary schools in Cirebon consisting of SDN 2 Kedungdawa, SDN Karang Mulya, and SDN Sukasari in grades IV, V and VI. Data were collected through a validated and reliable Likert scale questionnaire measuring the three factors of autonomy, relatedness, and competence. Results showed that the autonomy factor has a positive influence on students' competence in learning English. The findings highlight the importance of considering psychological aspects in designing effective English learning strategies for young learners to improve students' competence and learning outcomes.

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Published

2024-12-01

How to Cite

Sahara, E., Fahira, N., & Kholifah, S. (2024). Partial Least Squares Structural Equation Modeling (PLS-SEM): the influence of autonomy and relatedness on student competence in English learning. LEOTECH: Journal of Learning Education and Technology, 1(2), 27–36. https://doi.org/10.70152/leotech.v1i2.160

Issue

Vol. 1 No. 2 (2024): LEOTECH: Journal of Learning Education and Technology

Section

Reseacrh Article

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Copyright (c) 2024 Erista Sahara, Naila Fahira, Siti Kholifah

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Copyright for this article is held by the journal LEOTECH: Journal of Learning Education and Technology and is licensed under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). The article may be used, shared, and adapted for any purpose with proper attribution and distribution under the same license. Full license details: https://creativecommons.org/licenses/by-sa/4.0/