Does self-actualization influence students’ readiness? A structural equation model analysis

Abstract

The study aimed to analyze the influence of self-actualization on the students’ learning readiness. The samples were 208 junior high school students in East Kalimantan selected using stratified random sampling. The data were collected using a questionnaire employing the Likert scale. Confirmatory Factor Analysis (CFA) was employed to consider the validity and goodness of fit model. Meanwhile, SEM completed with Lisrel version 8.80 was performed to examine the covariance matrix, R2 (variable factors), structural equation, and the hypotheses. The test results proved all factors that were used were valid, the structural model was fit, all covariance matrix for each linear correlation among variables were positive, and the t-value had significant influence with the score of 6.57 > 1.96. The research indicated that the students’ self-actualization influenced their learning readiness, the score was 29%. It was expected that the findings would help school principals and teachers plan and manage the learning climate at school by facilitating the students to actualize themselves, leading to an increase in their learning readiness.