The Moderating Effects of Self-efficacy in the Relationship between Basic Psychological Needs on Smartphone Use and Smartphone Addiction in Adolescents

"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "

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HUBUNGAN SMARTPHONE ADDICTION DAN SELF-EFFICACY DENGAN PRESTASI AKADEMIK PADA REMAJA

Psychiatry Nursing Journal (Jurnal Keperawatan Jiwa) ◽

10.20473/pnj.v1i1.12302 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Linda Pradani Agesti ◽

Rizki Fitryasari ◽

NK Alit Armini ◽

Ah Yusuf

Keyword(s):

Academic Achievement ◽

Self Efficacy ◽

Smartphone Addiction ◽

Cluster Sampling ◽

Internal Factor ◽

Achievement Data ◽

Smartphone Use ◽

Independent Variable ◽

Spearman Test ◽

The Relationship

ABSTRAKPendahuluan: Remaja memiliki ketertarikan yang lebih besar terhadap penggunaan smartphone, hal ini membuat remaja lebih rentan mengalami smartphone addiction. Prestasi akademik di Indonesia masih tergolong rendah hal ini dipengaruhi oleh beberapa faktor yaitu faktor internal contohnya self-efficacy dan faktor eksternal adalah penggunaan smartphone. Tujuan penelitian ini menganalisis hubungan smartphone addiction dan self-efficacy dengan prestasi akademik berdasarkan teori Bandura.Metode: Jumlah sampel adalah 219 siswa dengan menggunakan cluster sampling. Variabel independen adalah smartphone addiction dan self-efficacy. Variabel dependen adalah prestasi akademik. Data dikumpulkan menggunaakan kuesioner dan analisis dengan uji Spearman α < 0,05.Hasil: Smartphone addiction dapat menurunkan self-efficacy (p = 0,009) arah korelasi negatif (r = -0,177). Smartphone addiction juga dapat menurunkan prestasi akademik (p=0,046) arah korelasi negatif (r = -0,135). Self-efficacy tidak memiliki hubungan dengan prestasi akademik (p = 0,262).Kesimpulan: Smartphone addiction dapat membuat remaja mengalami resah apabila tidak menggunakan smartphone, sedangkan self-efficacy dapat dipengaruhi oleh perilaku cemas dan resah. Perawat perlu melakukan pendidikan kesehatan terhadap orangtua maupun siswa terkait kecanduan smartphone dan hubungannya dengan self-efficacy dan prestasi akademik siswa.ABSTRACTIntroduction: Adolescents have a greater interest in smartphone use, this makes teens more vulnerable to experiencing smartphone addiction. Academic achievement in Indonesia is still relatively low, this is influenced by several factors, internal factor like self-efficacy and the external factor includes are smartphone use. The purpose of this study was to analyze the relationship between smartphone addiction and self-efficacy with academic achievement based on Bandura's theory.Method: The number of samples was 219 students by using cluster sampling. The independent variable is smartphone addiction and self-efficacy. The dependent variable is academic achievement. Data were collected using questionnaires and analysis with the Spearman test α <0.05.Result: Smartphone addiction can reduce self-efficacy (p = 0,009) direction of correlation negative (r = -0,177). Smartphone addiction can also reduce academic achievement (p = 0.046) direction of correlation negative (r = -0.135). Self-efficacy has no relationship with academic achievement (p = 0.262).Conclusion: Smartphone addiction can make teenagers experience restlessness when not using a smartphone, while self-efficacy can be influenced by anxious and restless behavior. Nurses need to do health education for parents and students related to smartphone addiction and its relationship with student self-efficacy and academic achievement.

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