Self-Management and Learning Discipline: A Correlational Study of Vocational High School Students

Abstract

Self-management and learning discipline are critical competencies that influence
academic success, particularly in vocational education where practical and
theoretical learning demands high student autonomy. This study investigates the
relationship between self-management and learning discipline among vocational high
school students. A quantitative correlational design was employed, with data
collected from 48 tenth-grade students using validated Likert-scale questionnaires.
Descriptive statistical analysis indicated that students exhibited moderate to high
levels of both self-management and learning discipline. Pearson product-moment
correlation analysis revealed a statistically significant positive relationship between
the two variables (r = 0.66, p < .001), indicating that students with stronger selfmanagement skills tend to demonstrate higher learning discipline. These findings underscore the importance of integrating self-management development into vocational curricula to foster disciplined learning behaviors. Educators and school administrators are encouraged to implement structured interventions that enhance students’ time management, goal setting, and self-regulation. This study provides empirical evidence supporting the role of self-management as a foundational driver of academic discipline in vocational education contexts.