EDUCATIO : Journal Of Education 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 EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 179 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. EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 180 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. EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 181 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. EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 182 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 EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 183 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. EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 184 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 EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 185 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.” EDUCATIO : Journal Of Education Volume 7 , Number 3, November 2022 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 186 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. 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