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 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
178 

 

  

  

 
An Empirical Bond between Learner Autonomy and Well-being:  

A Vocational Students’ Perspective 
 

Ainun Fikria1, Akhyat Hilmi2, Irma Zulaiha3 
1Politeknik Perkeretaapian Indonesia Madiun, 

2Nexus Education Center 
3PKBM Ibnu Ali Sidoarjo 

ainun@ppi.ac.id, akhyat.hilmi@gmail.com, irmazulaiha@gmail.com  
 

Accepted: 
May 3th   2022 

Reviewed:  
August 5th 2022 

Published:  
Nov 30th 2022 

 
Abstract : Autonomous learning was reported to be very helpful in distance learning because it helped 
the students to understand the lesson without direct guidance from the teacher and decided to learn 
with their learning styles which allow them to maximize learning.  Yet, students’ well-being is essential 
to reveal as it can be one of the indicators which can be taken into account on measuring the workload 
of students enrolling in the vocational state-owned institution. Therefore, this study is eager to reveal 
the relation between learner autonomy and well-being. The instrument which will be occupied in this 
study is a survey which derived from the various well-established scales in the literature, and then the 
back-translation method was used to produce a version in Bahasa Indonesia. All students of the 
polytechnic will be asked to participate in this study. Further results of this study will be processed 
with SPSS 25 version and AMOSS supported by additional sources from documents in the 
polytechnic. This study portrayed a significant relation between learner autonomy and wellbeing in 
terms of academic performance. 
 
Keywords: Autonomous learning, Students’ Wellbeing, Academic performance 
 

INTRODUCTION 

Autonomous learning is widely reviewed again lately related to distance learning practice 

during pandemic situations 1. Autonomous learning was reported to be very helpful in distance 

learning because it allowed the students to understand the lesson without direct guidance from the 

teacher and decided to learn with their learning styles which allow them to maximize learning 2. 

 
1 Teguh Ariebowo, “Autonomous Learning during COVID-19 Pandemic: Students’ Objectives and Preferences,” 

Journal of Foreign Language Teaching and Learning 6, no. 1 (2021), http://dx.doi.org/10.18196/ftl.v6i1.10079; Fidyati Fidyati 
et al., “Autonomous EFL Learners’ Ways of Practicing Speaking Skills During Pandemic of COVID 19;,” Proceedings of the 
International Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM 2020) (Atlantis Press, 2021), 
http://dx.doi.org/10.2991/assehr.k.210125.038. 

2 Girindra Putri Ardana Reswari and James Kalimanzila, “Re-Promoting Autonomous Learning for University 
Students: A Lesson from Pandemic Covid-19,” Jurnal Ilmiah Profesi Pendidikan 6, no. 1 (2021): 38–47, 
http://dx.doi.org/10.29303/jipp.v6i1.144; Misbachuddin Akbar Putra, “Encouraging Autonomous English Learning in 

mailto:ainun@ppi.ac.id
mailto:akhyat.hilmi@gmail.com
mailto:irmazulaiha@gmail.com


 
 
 

 
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 Volume 7 , Number 3, November 2022  

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Students' perceptions of teachers' autonomy support had significant direct implications on their 

satisfaction with the educational center and their life satisfaction, as well as indirect effects on all 

academic outcomes studied 3. 

Autonomy is a term that exists both in discussion of language learner autonomy (LLA) and 

self-determination theory (SDT). Within the discussion of LLA autonomy refers to the learners own 

the capacity to control their learning 4.  Meanwhile autonomy is considered to be one of three 

psychological needs within the discussion of SDT 5.   It is one of the main principles of Self-

determination theory which states that basic psychological needs must be addressed in order to acquire 

higher motivation, self-development, and well-being6.  Students become more motivated and more 

likely to display increased study engagement when their desire for autonomy is addressed, which leads 

to improved performance.  

Although the term ‘autonomy’ is used in seemingly different environments, autonomy in LLA 

and SDT is interrelated. SDT provides a paradigm for comprehending the psychological and social 

foundations of autonomous learning 7. 

Benson8 defines autonomy as a capacity that learners have and display to various degrees in 

different contexts. Benson then emphasized that the capacity is related the control over one’s learning. 

This include learner’s autonomy capacity are taking charge for their own learning, making decisions 

independently, and have an intrinsic motivation to learn9. Further, Holec 10 elaborated the capability 

to take charge of his/her own learning includes determining the objectives, contents and progressions, 

methods as well as monitoring and evaluation of what has been learned. By doing this so autonomous 

 
Overcrowded Online Class of Elementary School during Pandemic,” Journal of English Language Teaching and Linguistics 6, 
no. 1 (2021): 57, http://dx.doi.org/10.21462/jeltl.v6i1.493. 

3 Melchor Gutiérrez and José M Tomás, “The Role of Perceived Autonomy Support in Predicting University 
Students’ Academic Success Mediated by Academic Self-Efficacy and School Engagement,” Educational Psychology 39, no. 
6 (2019): 729–748, http://dx.doi.org/10.1080/01443410.2019.1566519. 

4 Phil Benson, “Teaching and Researching: Autonomy in Language Learning” (Routledge, 2013), 
http://dx.doi.org/10.4324/9781315833767. 

5 Nigel Mantou Lou et al., “Complementary Perspectives on Autonomy in Self-Determination Theory and 
Language Learner Autonomy,” TESOL Quarterly 52, no. 1 (2017): 210–220, http://dx.doi.org/10.1002/tesq.403; 
Elizabeth L Pollard and Patrice D Lee, “No Title,” Social Indicators Research 61, no. 1 (2003): 59–78, 
http://dx.doi.org/10.1023/a:1021284215801; Richard M Ryan and Edward L Deci, “Intrinsic and Extrinsic Motivation 
from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions,” Contemporary 
Educational Psychology 61 (2020): 101860, http://dx.doi.org/10.1016/j.cedpsych.2020.101860. 

6 Ryan and Deci, “Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, 
Theory, Practices, and Future Directions.” 

7 Peng Zhou et al., “Fatal Swine Acute Diarrhoea Syndrome Caused by an HKU2-Related Coronavirus of Bat 
Origin,” Nature 556, no. 7700 (April 1, 2018): 255–259. 

8 Benson, “Teaching and Researching: Autonomy in Language Learning.” 
9 Ana María Sierra Piedrahita and Cristina Frodden, “Promoting Student Autonomy Through Self-Assessment and 

Learning Strategies,” HOW (2003); Ann Macaskill and Andrew Denovan, “Developing Autonomous Learning in First 
Year University Students Using Perspectives from Positive Psychology,” Studies in Higher Education 38, no. 1 (2013): 124–
142, http://dx.doi.org/10.1080/03075079.2011.566325. 

10 Henri Holec, “Plaidoyer Pour l’auto-Evaluation (Avocating Student Self-Evaluation).,” Francais dans le Monde 21, 
no. 165 (1981): 15–23. 



 
 
 

 
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learners are able to direct the course of their own. In other words, the ability of making decision 

concerning the learning is the manifestation of having control on the learning. This capability involved 

responsibility for the same matters11. 

Motivation, emotion and beliefs are psychological factors that significantly influence learning. 

In the implementation of autonomous learning, motivation is the most frequently discussed as among 

the factors that affect autonomy, such as teachers, environment and tasks   12. We recognize the term 

extrinsic and intrinsic motivation which are widely discussed under the Self-determination theory. 

Research from SDT that shows that both intrinsic motivation and well internalized (and thus 

autonomous) forms of extrinsic motivation predict a variety of positive outcomes across a range of 

educational levels and cultural contexts. Further, a study found out that intrinsic emotion is connected 

to positive emotion 13.  Interestingly, Zull 14 argues that our emotions affect our thinking instead of 

the contrary. Meanwhile, Little and Singleton 15 argued that beliefs might assist the learners in exploring 

their own preferences and styles and adapting them to the learning task. These psychological factors 

could point to a link between learner autonomy and learner well-being. 

Autonomy also has a favorable impact on well-being 16. Yet, the situation in Indonesia Railway 

Polytechnic still longing for a package system curriculum which doesn’t allow students to pick and 

choose their own preferred subject, often overwhelmed and makes them less focus to study 17.  

Therefore, this research came up with the topic An Empirical Bond between Learner Autonomy and 

Well-being: A Vocational Students’ Perspective with the research question of How is the correlation 

 
11 John Stephenson, “Supporting Student Autonomy in Learning,” in Capability and Quality in Higher Education 

(Routledge, 2013), 129–141. 
12 Benson, “Teaching and Researching: Autonomy in Language Learning”; Mei Latipah et al., “Folktales as a Means 

of Ecological Education for Society in Bejiharjo Village, Gunungkidul, Yogyakarta,” Pancaran Pendidikan 6, no. 2 (2017): 
161–170; A. S. İpek and S. Okumuş, “İlköğretim Matematik Öğretmen Adaylarının Matematiksel Problem Çözmede 
Kullandıkları Temsiller,” Gaziantep University Journal of Social Sciences 11, no. 3 (2012): 681-700.; Sierra Piedrahita and 
Frodden, “Promoting Student Autonomy Through Self-Assessment and Learning Strategies”; Yi-Lien Yeh and Yu-Ju Lan, 
“Fostering Student Autonomy in English Learning through Creations in a 3D Virtual World,” Educational Technology Research 
and Development 66, no. 3 (2017): 693–708, http://dx.doi.org/10.1007/s11423-017-9566-6; Ruiqi Zhou and Yiyi Bao, “The 
Impact of Achievement Motivation on Project-Based Autonomous Learning —— An Empirical Study on the 2017 
NBEPC,” English Language Teaching 11, no. 11 (2018): 31, http://dx.doi.org/10.5539/elt.v11n11p31; Gina Smith et al., 
“Successful Instructional Leadership Styles in Education.,” Journal of Instructional Research 6 (2017): 46–52. 

13 Micòl Beseghi, “Emotions and Autonomy in Foreign Language Learning at University,” EL.LE, no. 2 (2018), 
http://dx.doi.org/10.30687/elle/2280-6792/2018/02/003. 

14 J Joy James, “Zull, J. E. (2002). The Art of Changing The Brain: Enriching The Practice of Teaching by Exploring The 
Biology of Learning,” SCHOLE: A Journal of Leisure Studies and Recreation Education 24, no. 1 (2009): 181, 
http://dx.doi.org/10.1080/1937156x.2009.11949644. 

15 “David Little and David Singleton: Authentic Texts, Pedagogical Grammar and Language Awareness in Foreign 
Language Learning,” Language Awareness in the Classroom (Routledge, 2014), http://dx.doi.org/10.4324/9781315845524-20. 

16 T. S. Cristea et al., “THE RELATION BETWEEN AUTONOMY AND WELL-BEING IN HIGHER 
EDUCATION STUDENTS DURING THE COVID-19 PANDEMIC,” in Proceedings - SEFI 49th Annual Conference: 
Blended Learning in Engineering Education: Challenging, Enlightening - and Lasting?, 2021. 

17 Ainun Fikria, Akhyat Hilmi, and Afita Prastiwi, “Factors Influencing Students’ Well-Being on Educational 
Outcomes in the Indonesian Railway Polytechnic,” IJET (Indonesian Journal of English Teaching) 10, no. 2 (2021): 136–147, 
http://dx.doi.org/10.15642/ijet2.2021.10.2.136-147. 



 
 
 

 
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between learner autonomy and well-being and to what extent the relation between learner autonomy 

and well-being 

 
METHOD 

The objective of the quantitative correlational study is to investigate the possibility of a 

relationship between learning autonomy and well-being in the Indonesian Railway Polytechnic.  From 

total population 632 cadets, total sample N=72 participated on this study chosen by using convenience 

sampling. The participants are active students from year 2021 and 2022. The data collected from 

February to May 2022. 

The questionnaire consisted questions related to learners’ wellbeing and autonomy. Since 

recent studies show that both hedonic and eudemonic wellbeing can give impact one another 18.  

therefore this study employs both hedonic and eudemonic well-being as the variables.  The learner 

Eudemonic well-being were developed from positive psychological characters such self-acceptance or 

feeling good about ourselves (ex, I have been waking up fresh) purpose in life (ex: I was concerned 

about my study), as well as self-control (ex I have been in firm control of my behavior)19  . Meanwhile 

the hedonic approach gives emphasize on a subjective well-being construct which focuses on 

happiness 20.  It consisting of a cognitive component of evaluation in terms of life satisfaction and an 

affective component described commonly by positive emotions rather than negative emotions 21.  

Learner autonomy was measured via readiness (5 items), responsibility (6 items) and decision 

making (6 items). 

Table 1 - Instrumentation 
 

Aspect Wellbeing Aspect Question Statement 

Wellbeing Eudemonic/ 
Psychological 

Q1 I have been feeling emotionally stable and sure of 
myself 

Q2 I have been in firm control of my behavior, thoughts, 
emotions, or feelings 

Q3 I have been waking up fresh and rested 

Q7 I was concerned or worried about my studies 

 
18 Veronika Huta and Alan S. Waterman, “Eudaimonia and Its Distinction from Hedonia: Developing a 

Classification and Terminology for Understanding Conceptual and Operational Definitions,” Journal of Happiness Studies 
15, no. 6 (2014): 1425–1456; Ning Jia et al., “Beneficial Effects of Hedonic and Eudaimonic Motivations on Subjective 
Well-Being in Adolescents: A Two-Wave Cross-Lagged Analysis,” The Journal of Positive Psychology 17, no. 5 (2021): 701–
707, http://dx.doi.org/10.1080/17439760.2021.1913641. 

19 Carlos Salavera et al., “Eudaimonic Well-Being in Adolescents: The Role of Trait Emotional Intelligence and 
Personality,” Sustainability 12, no. 7 (2020): 2742, http://dx.doi.org/10.3390/su12072742. 

20 FRED FELDMAN, “Daniel Kahneman, Ed Diener, and Norbert Schwarz (Eds.), Well-Being: The 
Foundations of Hedonic Psychology (New York: The Russell Sage Foundation, 1999), Pp. Xii + 593,” Utilitas 18, no. 2 (2006): 
192–196, http://dx.doi.org/10.1017/s0953820806231972. 

21 Annamaria Di Fabio and Letizia Palazzeschi, “Hedonic and Eudaimonic Well-Being: The Role of Resilience 
beyond Fluid Intelligence and Personality Traits,” Frontiers in psychology 6 (September 11, 2015): 1367, 
https://pubmed.ncbi.nlm.nih.gov/26441743. 



 
 
 

 
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Hedonic/ 
Subjective 

Q4 I have been under or felt I was under any strain, stress, 
or pressure. 

Q5 I felt satisfied or pleased with my studies 

Q6 I felt that my daily life is full of things that are interesting 
to me 

Learner’s 
Autonomy 

Readiness Q10 It is easy for me to perform well in my study 

Q14 During the process of studying, I keep in line with my 
predetermined plan 

Q17 I feel more comfortable when I study independently 
after class 

Q19 I can manage situation in which I study to make myself 
comfortable 

Q22 I think my studies are too hard 

Responsibility Q9 I make effort to overcome emotional issues that may 
hinder my study progress 

Q11 I clearly understand the teacher's intention during in 
class learning activities 

Q15 During my studies, I check and correct my 
comprehension of the previous studied materials 

Q18 I feel that I can adapt well with teaching styles of my 
lecturers 

Q21 I always evaluate all materials and progresses I make 

Q24 I can consider that my academic stuff run well based on 
my expectation and preparation 

Decision 
Making 

Q8 I take advantage of various opportunities from my 
studies in my daily activity 

Q12 If I realize that my study style is impractical, I quickly 
find a more suitable one 

Q13 I always study together with other people to gain more 
insights 

Q16 I can select and prioritize what to study out of class 

Q20 I need peer supports when I study 

Q23 I can apply all I learned in class in my daily lives 

 
 

 

 

RESULT AND DISCUSSION 

The calculation used SPSS to seek the value of Cronbach’s Alpha was conducted, this resulted 

.895 which indicated that Y (17 items) variable is valid, meanwhile the coefficient value of X (7 items) 

variable using the same calculation is .640 which also confirms strong validation among the items.  

 

General overview of Student Autonomy and Wellbeing  



 
 
 

 
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Based on the calculation done using SPSS which has the main purpose to articulate the degree of 

wellbeing belonging to students, it indicates that most of the students considered having moderately 

good state of wellbeing as it shows more than 2.0 amongst the elements of questions. Another 

interesting thing to highlight is that there is one strong point related to student wellbeing which focuses 

on subjective wellbeing reaching at 3.04.  

 

Table 2 - Descriptive Statistics  

 

Descriptive Statistics 

Indicator N Min Max Mean Std. Deviation 

Psychological Wellbeing 72 4 19 9.93 3.083 

Subjective Wellbeing 72 5 15 8.35 1.915 

Responsibility 72 6 27 14.39 4.638 

Readiness 72 8 22 13.10 3.086 

Decision Making 72 6 26 14.22 4.780 

Valid N (listwise) 72     

 

The Table 2 provide the information of descriptive values of all variables. 

 

The Correlation between Learner Autonomy and Well-being 

  Table 3 shows that there is a correlation between learners well being and learners autonomy. 

It also shows that psychological well being is positively correlated to learners’ autonomy variables: 

responsibility (r=.725) readiness (r=.664) and decision making (r=.712). According to Sarwono 22 

these correlations are catagorized as a strong correlation.   

Subjective well being is also positively correlated to responsibility (r=.403) readiness (r=.347) 

and decision making (r=.382). Although the correlation between these variables is not as strong as 

those with psychological well being, it has a very slighlty different on significance level of correlation 

(readiness p=0.003 and decision making p=0.001).  Overall the learners’ autonomy and wellbeing are 

positively correlated 

 

Table 3. Correlation between Learner Autonomy and Well-being 

 

Correlations 

 
22 Fitria Angeliqa and Billy K.Sarwono, “Family Disposition Related to Media Literacy for Advertisements of 

Children’s Snacks in The Media,” Jurnal Komunikasi: Malaysian Journal of Communication 35, no. 4 (2019): 258–271. 



 
 
 

 
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  psychological well 

being 

subjective 

well being 

responsibility readiness decision 

making 

psychological well 

being 

Pearson 

Correlation 

1 .467** .725** .664** .712** 

Sig. (2-

tailed) 

  0.000 0.000 0.000 0.000 

N 72 72 72 72 72 

subjective well being Pearson 

Correlation 

.467** 1 .403** .347** .382** 

Sig. (2-

tailed) 

0.000   0.000 0.003 0.001 

N 72 72 72 72 72 

responsibility Pearson 

Correlation 

.725** .403** 1 .838** .887** 

Sig. (2-

tailed) 

0.000 0.000   0.000 0.000 

N 72 72 72 72 72 

Readiness Pearson 

Correlation 

.664** .347** .838** 1 .806** 

Sig. (2-

tailed) 

0.000 0.003 0.000   0.000 

N 72 72 72 72 72 

decision making Pearson 

Correlation 

.712** .382** .887** .806** 1 

Sig. (2-

tailed) 

0.000 0.001 0.000 0.000   

N 72 72 72 72 72 

**. Correlation is significant at the 0.01 level (2-tailed). 

 

The first aim of this research is to investigate the possibility of a relationship between learning 

autonomy and well-being in the Indonesian Railway Polytechnic students. The research result shows 

a strong positive correlation between learner well-being and learner autonomy. It is amenable since 

both autonomy and well-being have cognitive dimension. This fact also explains the possibility of 

reciprocal correlation between learner well-being and learner autonomy as revealed in the previous 



 
 
 

 
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studies compared to recent study. The result also showed the agreement that psychological and 

subjective well-being possibly influenced one another 23.  

The second objective is to find out the extent of the correlation between learner autonomy 

and well-being. The result acknowledged us that the psychological well-being has a stronger 

correlation with students’ autonomy than subjective well-being. This finding is consistent with the 

previous studies since the capacity to take a responsibility toward learning process which involve the 

ability to control learning process needs represent the psychological wellness requirement which 

comprises personal initiatives 24 as well as motivation25. Psychological well-being is seen as the full 

functioning of the person 26 as well which is related to cognitive  dimension  of  the  learning 

concerning the ability to in defining  a task, setting goals to achieve, selecting strategies  and managing 

the related learning process 27. Subjective wellbeing is also has also Subjective well-being which is 

frequently associated with positive emotion formerly stated as having linked to intrinsic motivation 

which is widely discussed as the factor influencing autonomous learning. The occurrence of positive 

emotions becomes of great relevance when students work autonomously 28.  This is related to the 

feelings of enjoyment and enthusiasm which may lead them to explore the learning material on their 

own 29.  

 

CONCLUSION 

From the discussion above it can be concluded that learners’ well-being correlate to students’ 
autonomy. The result support that not only students’ psychological capacity to control their cognitive 
process during the learning process that support the autonomy; the way the students feel and think 
on their life has also related to the autonomy learning process. Developing students’ capacity that is 
related to autonomy as well as providing environment that can sustain students’ motivation to study 
autonomously would be advantageous for students’ achievement. This finding is important, regarding 
the students of PPI Madiun are living in an environment which in an integrated education, between 
school and dormitory. Therefore, the comprehensive program that support students’ wellness is 
needed to allow the students to study more independently.  

 
23 Huta and Waterman, “Eudaimonia and Its Distinction from Hedonia: Developing a Classification and 

Terminology for Understanding Conceptual and Operational Definitions”; Jia et al., “Beneficial Effects of Hedonic and 
Eudaimonic Motivations on Subjective Well-Being in Adolescents: A Two-Wave Cross-Lagged Analysis.” 

24 Macaskill and Denovan, “Developing Autonomous Learning in First Year University Students Using 
Perspectives from Positive Psychology.” 

25 Benson, “Teaching and Researching: Autonomy in Language Learning”; Edward L Deci and Richard M Ryan, 
“The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior,” Psychological Inquiry 11, 
no. 4 (2000): 227–268, http://dx.doi.org/10.1207/s15327965pli1104_01. 

26 Deci and Ryan, “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of 
Behavior.” 

27 Gideon P Van Tonder, Magdalena M Kloppers, and Mary M Grosser, “Enabling Self-Directed Academic and 
Personal Wellbeing Through Cognitive Education,” Frontiers in psychology 12 (February 15, 2022): 789194, 
https://pubmed.ncbi.nlm.nih.gov/35242068. 

28 Beseghi, “Emotions and Autonomy in Foreign Language Learning at University.” 
29 Beseghi, “Emotions and Autonomy in Foreign Language Learning at University.” 



 
 
 

 
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Being autonomy does not mean the students need no support from the school. The school can 

provide an appropriate approach that can be taken to foster students’ autonomy. This feature may be 

investigated in the future to give a conducive learning environment for studying more independently. 

 

REFERENCES 

 

Angeliqa, Fitria, and Billy K.Sarwono. “Family Disposition Related to Media Literacy for Advertisements of 
Children’s Snacks in The Media.” Jurnal Komunikasi: Malaysian Journal of Communication 35, no. 4 (2019): 
258–271. 

Ardana Reswari, Girindra Putri, and James Kalimanzila. “Re-Promoting Autonomous Learning for University 
Students: A Lesson from Pandemic Covid-19.” Jurnal Ilmiah Profesi Pendidikan 6, no. 1 (2021): 38–47. 
http://dx.doi.org/10.29303/jipp.v6i1.144. 

Ariebowo, Teguh. “Autonomous Learning during COVID-19 Pandemic: Students’ Objectives and 
Preferences.” Journal of Foreign Language Teaching and Learning 6, no. 1 (2021). 
http://dx.doi.org/10.18196/ftl.v6i1.10079. 

Benson, Phil. “Teaching and Researching: Autonomy in Language Learning.” Routledge, 2013. 
http://dx.doi.org/10.4324/9781315833767. 

Beseghi, Micòl. “Emotions and Autonomy in Foreign Language Learning at University.” EL.LE, no. 2 (2018). 
http://dx.doi.org/10.30687/elle/2280-6792/2018/02/003. 

Cristea, T. S., C. Snijders, R. Conijn, U. Matzat, and A. Kleingeld. “THE RELATION BETWEEN 
AUTONOMY AND WELL-BEING IN HIGHER EDUCATION STUDENTS DURING THE 
COVID-19 PANDEMIC.” In Proceedings - SEFI 49th Annual Conference: Blended Learning in Engineering 
Education: Challenging, Enlightening - and Lasting?, 2021. 

Deci, Edward L, and Richard M Ryan. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-
Determination of Behavior.” Psychological Inquiry 11, no. 4 (2000): 227–268. 
http://dx.doi.org/10.1207/s15327965pli1104_01. 

Di Fabio, Annamaria, and Letizia Palazzeschi. “Hedonic and Eudaimonic Well-Being: The Role of Resilience 
beyond Fluid Intelligence and Personality Traits.” Frontiers in psychology 6 (September 11, 2015): 1367. 
https://pubmed.ncbi.nlm.nih.gov/26441743. 

FELDMAN, FRED. “Daniel Kahneman, Ed Diener, and Norbert Schwarz (Eds.), Well-Being: The 
Foundations of Hedonic Psychology (New York: The Russell Sage Foundation, 1999), Pp. Xii + 593.” Utilitas 
18, no. 2 (2006): 192–196. http://dx.doi.org/10.1017/s0953820806231972. 

Fidyati, Fidyati, Idaryani Idaryani, Suryani Suryani, Rahmi Fhonna, and Marina Marina. “Autonomous EFL 
Learners’ Ways of Practicing Speaking Skills During Pandemic of COVID 19;” Proceedings of the International 
Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM 2020). Atlantis Press, 2021. 
http://dx.doi.org/10.2991/assehr.k.210125.038. 

Fikria, Ainun, Akhyat Hilmi, and Afita Prastiwi. “Factors Influencing Students’ Well-Being on Educational 
Outcomes in the Indonesian Railway Polytechnic.” IJET (Indonesian Journal of English Teaching) 10, no. 2 
(2021): 136–147. http://dx.doi.org/10.15642/ijet2.2021.10.2.136-147. 



 
 
 

 
 EDUCATIO : Journal Of Education  
 Volume 7 , Number 3, November 2022  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
187 

 

  

  

Gutiérrez, Melchor, and José M Tomás. “The Role of Perceived Autonomy Support in Predicting University 
Students’ Academic Success Mediated by Academic Self-Efficacy and School Engagement.” Educational 
Psychology 39, no. 6 (2019): 729–748. http://dx.doi.org/10.1080/01443410.2019.1566519. 

Holec, Henri. “Plaidoyer Pour l’auto-Evaluation (Avocating Student Self-Evaluation).” Francais dans le Monde 
21, no. 165 (1981): 15–23. 

Huta, Veronika, and Alan S. Waterman. “Eudaimonia and Its Distinction from Hedonia: Developing a 
Classification and Terminology for Understanding Conceptual and Operational Definitions.” Journal of 
Happiness Studies 15, no. 6 (2014): 1425–1456. 

İpek, A. S., and S. Okumuş. “İlköğretim Matematik Öğretmen Adaylarının Matematiksel Problem Çözmede 
Kullandıkları Temsiller.” Gaziantep University Journal of Social Sciences 11, no. 3 (2012): 681-700. 

James, J Joy. “Zull, J. E. (2002). The Art of Changing The Brain: Enriching The Practice of Teaching by Exploring The 
Biology of Learning.” SCHOLE: A Journal of Leisure Studies and Recreation Education 24, no. 1 (2009): 181. 
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