The Relationship between Peer Relationship and Aggressive Behavior among Junior High School Students: The Mediation Effect of Self-Efficacy

Penelitian ini bertujuan untuk mendeskripsikan letak, jenis, faktor-faktor kesulitan, dan self-efficacy siswa SMP swasta di Kabupaten Sleman, DIY dalam memecahkan masalah matematika berbentuk soal cerita. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah 124 siswa SMP swasta di Kabupaten Sleman, DIY yang berasal dari empat sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan dengan stratified proportional random sampling technique. Instrumen yang digunakan berupa tes diagnostik terdiri atas 5 butir soal, angket self-efficacy, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kesulitan siswa dalam pemecahan masalah matematika berbentuk soal cerita terletak pada pengetahuan faktual, pengetahuan konseptual, pengetahuan prosedural, dan pengetahuan metakognitif. Jenis kesulitan yang dialami siswa yaitu pada mengingat fakta, mengingat konsep, memahami fakta, memahami konsep, menerapkan konsep, menerapkan prosedur, menganalisis prosedur, mengevaluasi faktual, mengevaluasi konsep, mengevaluasi prosedur, dan mengomunikasikan metakognitif. Faktor-faktor kesulitan yang dialami siswa SMP dalam memecahkan masalah matematika berbentuk soal cerita kelas VIII yaitu siswa merasa waktu yang diberikan tidak cukup, mudah menyerah, kurang teliti, sering lupa, merasa cemas, dan siswa tergesa-gesa untuk mengerjakan soal. Self-efficacy dari 124 siswa berada dalam kategori tinggi dengan rata-rata sebesar 90,4.Kata Kunci: analisis kesulitan siswa, self-efficacy, pemecahan masalah matematika, soal cerita AN ANALYSIS OF DIFFICULTIES AND SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING STORY FORM MATHEMATICAL PROBLEMS AbstractThis research aimed to describe the positions, types, difficulty factors, and self-efficacy of junior high school students in Sleman, DIY in solving story form mathematical problems. This study was survey research using the quantitative and kualitative approach. The subjects of this research were 124 students of private junior high schools in Sleman, DIY, which were from four different school groups in the high, middle, and low categories. The sample was established using the stratified proportional random sampling technique. The instruments which were used namely diagnostic test that consisted of 5 items, self-efficacy questionnaire, and interview guides. The results indicate that students’ difficulties in solving story form mathematical problems lie on factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The types of difficulties experienced by students include remembering fact, remembering concept, understanding facts, understanding concept, applying concept, applying procedure, analyzing procedure, evaluating fact, evaluating concept, evaluating procedure, and communicating metacognitive. Difficulty factors that grade VIII students experience in solving story form mathematical problems include: students feel that the time given is not enough, easily give up, are not meticulous enough, oftenly forget, and are anxious and impatient while solving the problems. The self-efficacy of 124 students can be categorized as high with an average score of 90.4.Keywords: analysis of students’ difficulties, self-efficacy, mathematics problem solving, story problem.

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Influencing factors of aggressive behavior among left-behind junior high school students: structural equation model

10.21203/rs.3.rs-25120/v1 ◽

2020 ◽

Author(s):

Yi-Fei Li ◽

Jie Zhang ◽

Juan Li ◽

Yi-Ping Chen ◽

Si-Lan Yang ◽

...

Keyword(s):

High School ◽

High School Students ◽

Aggressive Behavior ◽

Junior High School ◽

Structural Equation ◽

Junior High ◽

Self Esteem ◽

Junior High School Students ◽

School Students ◽

Left Behind

Abstract Background High aggressive behavior will harm the physical and mental health of children, and the probability of aggressive behaviors among left-behind junior high school students is significantly higher than that of non-left-behind ones, but the systematic research and intervention measures concerning the aggressive behavior of the left-behind junior high school students quite deficient at present. This study adopts the structural equation model to analyze the interrelationship and action modes of various factors affecting the aggressive behavior of the left-behind junior high school students to provide scientific basis for the mitigation and prevention of their aggressive behavior. Methods A structural equation model was constructed based on data from a cross-sectional survey of 751 left-behind junior high school students using Adolescent Self-rating Life Events Checklist, Rosenberg Self-Esteem Scale, Resilience Scale for Chinese Adolescents, Coping Style Questionnaire, and Buss-Warren Aggression Questionnaire. Results Self-esteem, resilience, positive coping, negative coping and household income have different direct or indirect effects on the aggressive behavior of left-behind junior high school students. Among them, self-esteem, resilience, positive coping and negative coping are the important mediating factors between life events and aggressive behavior of left-behind junior high school students. Conclusions Parents, teachers and temporary guardians in the care of left-behind children should try to avoid possible adverse effects that the life events have on the children, meanwhile should also through effective psychological intervention and social support, improving the self-esteem, psychological resilience and positive coping tendencies of left-behind children, in order to reduce or prevent their aggressive behaviors.

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The Relationship among Type A Behavior Pattern, Motivation for Learning, and Study Time in Japanese Junior High School Students

The Japanese Journal of Personality ◽

10.2132/personality.13.58 ◽

2004 ◽

Vol 13 (1) ◽

pp. 58-66

Author(s):

Osamu Oashi

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

Behavior Pattern ◽

Type A Behavior ◽

Junior High School Students ◽

School Students ◽

Type A Behavior Pattern ◽

Motivation For Learning ◽

The Relationship

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Computer-Assisted Assessment Model to Decrease Math Anxiety And Increase Mathematical Self Efficacy of Junior High School Students

Journal of Physics Conference Series ◽

10.1088/1742-6596/1227/1/012011 ◽

2019 ◽

Vol 1227 ◽

pp. 012011

Author(s):

S H Nasution ◽

A Qohar ◽

Susiswo

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

Self Efficacy ◽

Math Anxiety ◽

Junior High ◽

Junior High School Students ◽

Assessment Model ◽

Computer Assisted ◽

School Students

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SELF-DISCLOSURE AND FRIENDSHIP IN JUNIOR HIGH SCHOOL STUDENTS

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2002.30.5.515 ◽

2002 ◽

Vol 30 (5) ◽

pp. 515-525 ◽

Cited By ~ 9

Author(s):

Rumi Matsushima ◽

Kunio Shiomi

Keyword(s):

High School ◽

High School Students ◽

Junior High School ◽

Junior High ◽

Junior High School Students ◽

School Students ◽

Self Disclosure ◽

Close Relationship ◽

The Relationship

Close relationship during adolescence plays an important role in the young person's overall psychological development. As the most important factor about the development of a close relationship, many studies have emphasized the role of self-disclosure. In this study, the relationship between self-disclosure and friendship in adolescence was examined.Two scales about self-disclosure and friendship were administered to 454 junior high school students. The types of friendship in early adolescence were explored, and the relationship between types of friendship and self-disclosure was examined.

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