摘要：AbstractTutorial system perception, academic self-efficacy, and creativity are assumed as factors influencing homeschooling students’ self-regulated learning. Do the tutorial system perception, academic self-efficacy, and creativity have effect simultaneously to homeschooling students’ self-regulated learning? The purpose of this study is to measure the direct and indirect effect in the model of tutorial system perception, academic self-efficacy, and creativity to homeschooling students’ self-regulated learning. The subjects are 205 homeschooling students in Jakarta. Tutorial system perception constructed from Eggen and Kauchack (2009) (α = 0.885), academic self-efficacy constructed from Bandura (1997) (α = 0.831), self-regulated learning constructed from Zimmerman (1996) (α = 0.862), and creativity measured by Figural Test from Torrence's concept. Structural Equation Model is used to analyze the data. The empirical model has goodness of fit. The model could explain the influence of tutorial system perception, academic self-efficacy, and creativity to homeschooling students’ self-regulated learning. The other finding is only tutorial system perception and academic self-efficacy has direct effect to self-regulated learning, respectively. Tutorial system not only developing homeschooling students’ self-regulated learning but also increasing the academic self-efficacy. Tutorial system perception, academic self-efficacy, and creativity are important in shaping homeschooling students’ self-regulated learning.
关键词：Self-regulated learning;Homeschooling students
