scholarly journals Contribution of Academic Self Concept and Locus of Control to The Learning Habits

2021 ◽  
Vol 2 (1) ◽  
pp. 80-87
Author(s):  
Afni Rizkah Pulungan ◽  
Marjohan Marjohan
Keyword(s):  
Locus Of Control ◽  
Quantitative Methods ◽  
Self Concept ◽  
External Control ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Sampling Techniques ◽  
Likert Scales ◽  
Internal Locus Of Control ◽  
High Category

This research was motivated by the low learning habits of students in school. The concept of academic self and locus of control are factors that are thought to influence learning habits. This study aims to illustrate the contribution of academic self-concept and locus of control to the learning habits of students in school. This research uses descriptive quantitative methods. Samples in this study 162 students selected using proportional random sampling techniques The instruments used in this study were likert scales on variables of academic self-concept and learning habits, on locus of control variables using internal-external inventory Rotters locus of control (I-E) scales. The findings of this study show that: (1) the average academic self-concept is in a moderate category, (2) locus of control is also in the high category, (3) learners' learning habits are categorized well, (4) academic self-concept contributes to learning habits by 36.3%, (5) Locus of control contributes to learning habits by 10.6%, and (6) academic self-concept and locus of control together contribute 36.4% to learners' learning habits. The study findings show that: (1) on average, academic self-concept is in the high category, (2) locus of control in the internal category, (3) learners' learning habits in the good category, (4) academic self-concept contributes to learning habits, (5) locus of control does not contribute to learning habits, and (6) academic self-concept contributes to learners' learning habits, and internal locus of control does not contribute to learning habits because it already leads to locus of external control. The implications of the research results can be used as an analysis of the needs in guidance and counseling services at SMA Negeri 13 Padang. 

scholarly journals KONTRIBUSI KONSEP DIRI DAN DUKUNGAN ORANGTUA TERHADAP MOTIVASI BELAJAR SISWA DAN IMPLIKASINYA DALAM PELAYANAN BIMBINGAN DAN KONSELING

Konselor ◽  
2016 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Putra Dinata Saragi ◽  
Mega Iswari ◽  
Mudjiran Mudjiran
Keyword(s):  
Parental Support ◽  
Sampling Technique ◽  
The Self ◽  
Learning Motivation ◽  
Self Concept ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Validity And Reliability ◽  
High Category ◽  
Average Description

The research was backgrounded by still low level of the learning motivation of students. The self-concept and parental support suspectted to affect the learning motivation of students. This research aims to describe : (1) the self-concepts, (2) parental support, (3) learning motivation of students, (4) the contribution of the self-concept toward the learning motivation of students, (5) the parental support contributions toward the learning motivation of students, and (6) the contribution of self-concept and parental support together against to the learning motivation of students. This study used a descriptive correlational quantitative method. The population of this research was students of SMA Negeri 8 Padang in class XI and XII which totaled 464 people. The number of samples are 215 people, selected by proportional stratified random sampling technique. The instrument used is the scale. Results validity and reliability of the instrument self-concept, parental support, and learning motivation of student stated that valid and reliable research instruments. Data were analyzed with descriptive statistics, simple regression, and multiple regression. The findings showed that: (1) the average description of self-concepts are in positive category, (2) an average description of parental support are in high category, (3) description of the learning motivation of students are in high category, (4) there is contribution of self-concept toward the learning motivation of students by 24.2%, (5) there is contribution of parental support toward the learning motivation of students by 18.8%, and (6) there are contributions of self-concept and parental support together toward the learning motivation of students amounted to 30.7%. Implications of the research results can be used as input to create a program of guidance and counseling services.

scholarly journals Factors Affecting the Problem of Guidance and Counseling Service Programs in High Schools

2019 ◽  
Vol 6 (2) ◽  
pp. 99-108
Author(s):  
Dina Rahmawati Hapsyah ◽  
Herdi Herdi
Keyword(s):  
Survey Methods ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Counseling Service ◽  
Personal Factors ◽  
Counseling Program ◽  
Factors Affecting ◽  
Descriptive Research ◽  
High Category ◽  
Service Programs

The implementation of guidance and counseling services cannot be separated from various factors that can influence. The purpose of this study is to study what factors can affect the implementation of guidance and counseling program services in high school. This study uses descriptive research with survey methods. Data collection techniques used through the instrument contained a questionnaire. The results of the study show that the guidance and counseling program has been well prepared. But the implementation of guidance and counseling is still not good, and this is characterized by high factors that influence the implementation of guidance and counseling service programs. The following are the percentages obtained, among others: personal factors consisting of the competence of the counselor get a percentage of 73% according to the high category; 71% depending on the high category; homeroom teacher obtained a percentage of 79% in the high category; subject teachers earn a percentage of 75%. Non-personal factors consisting of the BK program obtained a percentage of 70 with a high category; Facilities and infrastructure have a percentage of 77% in the high category.

Cooperative/Competitive Strategies and Locus of Control

1992 ◽  
Vol 71 (2) ◽  
pp. 594-594 ◽  
Author(s):  
David Lester
Keyword(s):  
Locus Of Control ◽  
External Control ◽  
Competitive Strategies ◽  
Internal Locus ◽  
Internal Locus Of Control

In a sample of 54 students of economics, a stronger belief in an internal locus of control was associated with greater competitiveness, while a stronger belief in external control by chance was associated with a greater desire to avoid success.

Self-Concept and Locus of Control in Primary-Grade Children Identified as Requiring Special Educational Programing

1977 ◽  
Vol 40 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Alexander Tolor ◽  
Belle Tolor ◽  
Shirley S. Blumin
Keyword(s):  
Locus Of Control ◽  
Educational Programs ◽  
The Self ◽  
Primary Grade ◽  
Self Concept ◽  
External Control ◽  
Control Scale ◽  
Matched Group

A group of 28 children from kindergarten through Grade 4, presenting a variety of learning-related problems, were compared with a matched group of 28 control children on the Revised Self-appraisal Inventory and on the Preschool and Primary Internal-External Control Scale. It was hypothesized that the problem children relative to the controls would exhibit less positive self-concepts and have a more external generalized expectancy for control of reinforcement. The expectation was supported for the self-concept measure but not for the measure of locus of control. It was concluded that the Self-appraisal Inventory is a useful measure for assessing self-concepts of children who are being considered for placement in special educational programs and might be helpful in evaluation of these programs.

scholarly journals Hubungan antara Locus Of Control dan Efektivitas Komunikasi antar Pribadi dengan Problem Focused Coping

Konselor ◽  
2016 ◽  
Vol 5 (1) ◽  
pp. 24
Author(s):  
Eko Sujadi ◽  
A Muri Yusuf ◽  
Marjohan Marjohan
Keyword(s):  
Locus Of Control ◽  
Interpersonal Communication ◽  
General Level ◽  
Validity And Reliability ◽  
External Locus ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
High Category ◽  
Middle Range ◽  
External Locus Of Control

Problem focused coping need to be possessed by every individual. The purposes of this research were to described locus of control, the effectiveness of interpersonal communication, problem focused coping,the correlation between locus of control with problem focused coping, andthe correlationbetween the effectiveness of interpersonal communication with problem focused coping.This research was descriptive & correlation research by using quantitative approach. Data were collected through a Likert scale questionaire and locus of controlby using inventory Rotters Internal-External Locus of Control (I-E Scale), which was the validity and reliability has been tested. The data were analyzed by percentage technique and product moment correlation. The finding of research are:  1)locus of control were in the middle range between internal locus of control and external locus of control with an average as big as 11.46, 2) the general level of effectiveness of interpersonal communication is in high category, 3) the general level of problem focused coping is in high category, 4) there is correlation between locus of control withproblem focused coping, and 5) there is correlation betweeneffectiveness of interpersonal communicationwithproblem focused coping.

scholarly journals The Effect of Marital Locus of Control on Marital Adjustment of Couples

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Dr. Javnika Sheth
Keyword(s):  
Locus Of Control ◽  
Internal Control ◽  
Marital Adjustment ◽  
Negative Reinforcement ◽  
The Other ◽  
External Control ◽  
External Locus ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
The Individual

Internal control refers to the perception of an event as contingent upon one’s own behavior, capacities or one’s relatively permanent characteristics. External control, on the other hand, indicates that a positive or negative reinforcement following some action of the individual is perceived as not being entirely contingent upon his or her own action but the result of chance, fate, or luck or it may be perceived as under the control of powerful others and unpredictable because of the complexity of forces surrounding the individual (Anastasi, 1988). If we believe that we are the cause of most events, we have a highly internal locus of control. If we believe that most events in our life are caused by luck, fate or powerful others, we have a highly external locus of control. (Morgan et.al.1986).

scholarly journals Pengembangan Panduan Konseling Kelompok Teknik Psikodrama untuk Mengatasi Masalah Psychological Well-Being Siswa SMP

2021 ◽  
Vol 1 (5) ◽  
pp. 401-409
Author(s):  
Sityalawia H. Kaedati ◽  
Ella Faridati Zen ◽  
Lutfi Fauzan
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Well Being ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
School Students ◽  
Psychological Well Being ◽  
High Category ◽  
Research Goal ◽  
Very High

Abstract: This research goal is to develop a group counseling guide for psychodrama techniques to overcome problems psychological well-being in junior high school students. Guidelines are used by counselors in providing guidance and counseling services that have accuracy, usefulness, convenience, and attractiveness, and can be both beneficial and acceptable. theory and practicality. The research method used is the Borg and Gall research model in 7 stages, namely (1) data collection, (2) planning, (3) designing the initial media format, (4) validation testing, (5) product revision, 6) product user testing. , 7) final revision. The results of the validation test from material experts showed a validity index of 0.73 and was included in the high category, media experts showed a percentage of 3.89 which was included in the very high category and potential product users with a percentage of 3.77 were still in the very high category. These results indicate that the guide developed by the researcher has met the acceptance criteria and is suitable for use by counselors as a guide in providing guidance and counseling services in schools. Abstrak: Penelitian ini bertujuan mengembangkan panduan konseling kelompok teknik psikodrama untuk mengatasi masalah psychological well-being pada siswa SMP. Panduan digunakan oleh konselor dalam memberikan layanan bimbingan dan konseling yang memiliki ketepatan, kegunaan, kemudahan, dan kemenarikan, serta dapat bermanfaat sekaligus diterima secara teori maupun kepraktisannya. Metode penelitian yang digunakan adalah model penelitian Borg and Gall dalam 7 tahap yaitu (1) pengumpulan data, (2) perencanaan, (3) merancang format awal media, (4) uji validasi, (5) revisi produk, 6) uji pengguna produk, 7) revisi akhir. Hasil uji validasi dari ahli materi menunjukan indeks validitas sebesar 0,73 dan masuk dalam kategori tinggi, ahli media menunjukan persentase sebesar 3,89 masuk dalam kategori sangat tinggi dan calon pengguna produk dengan persentase 3,77 masih dalam kategori sangat tinggi. Hasil tersebut menunjukan bahwa panduan yang dikembangkan oleh peneliti telah memenuhi kriteria keberterimaan dan layak digunakan oleh konselor sebagai panduan dalam memberikan layanan bimbingan dan konseling di sekolah.

scholarly journals Perceptions of Students and Teachers Toward Guidance and Counseling Services in South West Ethiopia Secondary Schools

2018 ◽  
Vol 5 (6) ◽  
pp. 81
Author(s):  
Aminu Jibril Arfasa
Keyword(s):  
Secondary Schools ◽  
T Test ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Sampling Techniques ◽  
South West ◽  
Significant Difference ◽  
Perceptions Of Students ◽  
Teachers And Students ◽  
South West Ethiopia

The study was intended to examine practices of Perception of Teachers and Students for Guidance and Counseling services in South west Ethiopia Secondary Schools. The research design was a descriptive survey research. The total participants of study were 500 and among total participants 108 were teachers and 394 were students. The study was used Multi stage sampling techniques. At first stage among 78 secondary school in south west Ethiopia, 8 secondary schools were selected by random sampling techniques using lottery methods. On the second stage 392 students and 108 teachers were selected by systematic sampling techniques. The instruments of data collection was Likert scale closed-ended self- administered questionnaire used and validation of the instruments was done by using experts' review and discussion. The study was used quantitative methods of data analysis. The analysis of data   was done using descriptive statistical measurements like, percentage, mean, standard division, and independent t-test were computed to analysis the response from students, and teachers. The results of study indicated that the students and teachers mean perception scores to needs of guidance and counseling for students learning was positive.  The perceptions of both students and teachers to ward school guidance and counseling services working on students future career, personal problems and students empowerments and decision making was negative. The computed independent t-test result revealed that there was no statistical significant difference between students and teachers means perception scores guidance and counseling services which was implies both teachers and students had the same perception for services of guidance and counseling in their schools. The mean perception of the students toward the non trained individuals could be of guidance and counselor officers were average while perception teachers were negative. Regarding to cost effectiveness of guidance and counseling services both students and teacher’s perception means score were negative. From these results it was recommended that  Since perceptions of students and teachers may affected based on the guidance and counseling survives; Education bureau in collaboration with higher educational institutions should prepare on job training to improve counseling skills of the guidance and counselors officers. 

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