Influence of Problem-Solving Skills and Emotional Regulation on Learner Motivation to Finish Senior High School Program

Abstract

Demotivation to complete schooling is alarming. This study aimed to determine the significance of problemsolving skills and emotional regulation in determining motivation to complete schooling. The study used a diagnostic research design with 204 Senior High School students selected through simple random sampling, employed a survey questionnaire, and analyzed the data using multiple linear regression. The findings show that the determinants significantly influence the criterion, partially supporting Resilience Theory. Future studies should examine additional variables, such as family and external support systems, to explain the remaining 47.40% of the variance. At the same time, schools implement programs that strengthen students' problem-solving and emotional regulation skills, thereby enhancing motivation to complete schooling.