PARENTING STYLE, TIPE KEPRIBADIAN DAN PRESTASI AKADEMIK MAHASISWA PAI ANGKATAN 2015 IAIN CURUP

2021 ◽  
Vol 19 (1) ◽  
pp. 050
Author(s):  
Saidil Mustar
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Parenting Style ◽  
Personality Type ◽  
Positive Influence ◽  
Personality Types ◽  
Academic Achievements ◽  
Level 1 ◽  
Quantitative Descriptive ◽  
Very High

This study aims to determine the effect of parenting style and personality types on the academic performance of PAI students of the 2015 IAIN Curup class. This research is quantitative descriptive. The results of this study are the first good parenting style because tcount= -1.12 is between ttable that is -2.63 and 2.63. Both personality types are good because tcount= 0.40 is between ttable that is -2.63 and 2, 63, The three academic achievements are very high because tcount = 3.08 is greater than ttable that is -2.63 and 2.63. fourth, there is a positive influence between parenting style on personality types because rcount = 0.432 is greater than rtabel 1% level = 0.1956, fifth, there is a positive influence between parenting style on academic achievement because rcount = 0.432 is greater than rtable level 1% = 0 , 1956, Sixth there was a positive influence between personality types on academic achievement because rcount = 0.52 is greater than rtable of 1% = 0.1956. seventh, there is a positive influence between parenting style and personality type together on academic achievement because rcount = 0.58 is greater than rtable of 1% = 0.1956.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals Pengaruh Tipe Kepribadian A dan B Pada Kinerja Mahasiswa Akuntansi

2019 ◽  
Vol 29 (1) ◽  
pp. 50
Author(s):  
Putu Sukma Manika Sari
Keyword(s):  
Student Performance ◽  
Linear Regression Analysis ◽  
Personality Type ◽  
Type A ◽  
Multiple Linear Regression Analysis ◽  
Positive Influence ◽  
Personality Types ◽  
Type B ◽  
Analysis Technique ◽  
Type A Personality

Personality types A and B were introduced by Friedman and Ray Roseman. They concluded that people who have personality type A are very competitively oriented and achievement oriented, feeling time is always urgent, it is difficult to relax and become impatient and angry when faced with delays or with people who are considered incompetent. Whereas ti [e personality B is the opposite of personality type B. This research was conducted at the Faculty of Economics and Business, Udayana University. The number of samples taken was 150 students. With non probability sampling method, specifically purposive sampling. Data collection is done through a questionnaire. The data analysis technique used is multiple linear regression analysis. Based on the results of the analysis it was found that personality type A had better performance than students with personality type B. This means that the variable type A personality has a positive influence on student performance. Keywords: Personality types A and B; student performance.

scholarly journals The Unloved Variable of Extraversion and Academic Achievement in SLA

2014 ◽  
Vol 4 (1) ◽  
pp. 340-346
Author(s):  
Fakharh Muhabat ◽  
Muhammad Shahbaz
Keyword(s):  
Academic Achievement ◽  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Personality Types ◽  
Academic Achievements ◽  
The World ◽  
Descriptive Method

This study is based on extraversion vs. introversion and their relation with academic achievements. It is conducted to find effects of these two personality types in SLA. It is a qualitative type of research and descriptive method is used for this research. Eysenck's theory of personality is used as a theoretical framework. Data is collected through interview from twenty students studying at a public sector university. After analyzing the data, this research supports the claim of applied linguists who believe that extraversion has the advantage in second language learning and extroverts obtained higher marks. This research is beneficial for those future researchers who want to conduct research on personality types and achievement in Pakistan and elsewhere in the world.

scholarly journals Students Emotional Intelligence as Catalisator for Academic Achievement

2020 ◽  
Vol 2 (2) ◽  
pp. 53-68
Author(s):  
Muhammad Refki Novesar
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Significant Relationship ◽  
Positive Influence ◽  
Student Academic Achievement ◽  
Improve Performance ◽  
Academic Achievements ◽  
Regression Test ◽  
The World ◽  
The Relationship

Education is very important, in measuring signings one's activity in the world of education that can be seen from the academic achievement, in shaping the students ' academic achievements influenced by many things one of them is intellectual intelligence, which only affects 20% of his own accomplishments influenced by other factors, one of which is emotional intelligence, as emotional intelligence will help every learner in their learning and know their ideals and the steps they have traveled.  This study saw how the relationship between emotional intelligence to the academic oprestation owned by a student, using a regression test in 105 student samples, selected by purposive sampling, i.e. active students, obtained overall results of emotional intelligence giving a significant and positive influence towards student academic achievement, for which students can improve the ability of emotional intelligence to be able to provide better academic achievement. of the results , to see what dimensions provide a positive and significant relationship to be researched in the form of a dimension possessed by emotional intelligence, whereby each dimension delivers a significant and posotive outcome, which gives meaning, every student should raise all of the emotional intelligence to be able to improve performance.

scholarly journals IMPLICATION OF FAMILY STRUCTURE DAN PARENTING STYLE TOWARDS PUPILS ACADEMIC PERFORMANCE IN REMOVE CLASS: CASE STUDY: PUCHONG

2020 ◽  
Vol 5 (35) ◽  
pp. 167-177
Author(s):  
Ghandi Mathi S Dharmalingam ◽  
R. Sivaperagasam P. Rajanthiran
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Family Structure ◽  
Parenting Style ◽  
Nuclear Family ◽  
Authoritative Parenting ◽  
Government Schools ◽  
Authoritative Parenting Style ◽  
The Many

Among the many factors that play an important role in a student's life is family. The structure and parenting style which is being practiced in a family decides the student's future academic achievement. This research is done in order to examine the influence of family structure and parenting style towards the academic achievement of remove class students in government schools. Observation and interviews were closely conducted on a total of ten students. Their teachers were interviewed and school documents were also analyzed to get more excellent and accurate results. School going pupil's movements and whereabouts need to be monitored and nurtured. Family members from an extended structure are able to complete all the responsibilities compared to a nuclear family. Parents play an important role in providing suitable support for their children. Parents who practice an authoritative parenting style, directly or indirectly have an influence on the academic achievement of the students.

scholarly journals GAMBARAN TIPE KEPRIBADIAN SISWA DI SMP NEGERI 01 KABUPATEN BENGKULU UTARA

2019 ◽  
Vol 3 (2) ◽  
pp. 42
Author(s):  
Zumkasri Zumkasri ◽  
Susi Hardianti
Keyword(s):  
Middle School ◽  
Data Analysis ◽  
Data Collection ◽  
Personality Type ◽  
Personality Types ◽  
Questionnaire Data ◽  
Process Data ◽  
Analysis Techniques ◽  
Descriptive Research ◽  
Quantitative Descriptive

This study aims to find out how the personality type description of students in State Middle School 01 North Bengkulu Regency. In this study, the analysis was focused more on sanguistic, melancholy, choleric, and pleasing personality. This type of research is quantitative descriptive research, namely research based on the philosophy of positivism, used to examine certain populations or samples, collecting data using instruments, analyzing data is quantitative. The sample of this study was 10% of the total number of students in SMP Negeri 01 Bengkulu Utara so the number of samples was 60 students. Data collection techniques in this study used a questionnaire. Data analysis techniques in this study The analysis used in this research is descriptive percentage to process data and describe data using the percentage formula. The findings of this study are that the description of personality types of students varies, this is evidenced by the results of the percentage calculation with Sanguinis personality type by 77%, Melancholic personality type by 2%, Cholesterol personality type by 3%, and Plegmatic personality type by 18%.

The relation of personality types to physiological, behavioural, and cognitive processes

2005 ◽  
Vol 19 (5) ◽  
pp. 391-407 ◽  
Author(s):  
Daniel Hart ◽  
Debra Burock ◽  
Bonita London ◽  
Robert Atkins ◽  
Gloria Bonilla‐Santiago
Keyword(s):  
Academic Achievement ◽  
Cluster Analysis ◽  
Cognitive Processes ◽  
Personality Type ◽  
Personality Types ◽  
Classroom Observations ◽  
Externalizing Behaviour ◽  
Low Levels ◽  
Cortisol Levels ◽  
Ambiguous Situations

Three personality types, labeled resilient, over‐controlled, and under‐controlled, were identified through cluster analysis of classroom observations of 63 children, and used to understand biological, cognitive, and behavioural processes that influence academic achievement and aggression. Resilient children were found to be high in trait cortisol and high in academic achievement. Under‐controlled and over‐controlled children showed the greatest change in cortisol levels under stress, low levels of academic achievement, and attributed hostility to others in ambiguous situations. Under‐controlled children also exhibited high levels of externalizing behaviour in the classroom. The findings suggest that the single processes or traits assessed in this study do not mediate the associations of personality types to academic achievement and behaviour. The implications of the findings for the personality type construct and for personality processes are discussed. Copyright © 2005 John Wiley & Sons, Ltd.

scholarly journals Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance

2016 ◽  
Vol 9 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Hendriati Agustiani ◽  
Surya Cahyad ◽  
Muwaga Musa
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Self Efficacy ◽  
Self Regulation ◽  
The Other ◽  
Self Regulated Learning ◽  
Academic Achievements ◽  
Negative Change ◽  
Psychology Faculty ◽  
Learning And Achievement

In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.

scholarly journals An analysis of Teachers’ Behaviour for the Academic Performance of School Students in Faisalabad, Pakistan

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Ayesha Kanwel ◽  
Muhammad Hasan Rehman ◽  
Muhammad Shahbaz ◽  
Rana Muhammad Amir ◽  
Hafiz Ali Raza
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Role Model ◽  
Rating Scale ◽  
Well Being ◽  
School Students ◽  
Academic Achievements ◽  
Teachers And Students ◽  
Weighted Score

Instructors’ attitudes can help or hurt student enthusiasm, achievement, and well-being. Recent studies found that negative instructor attitudes can prejudice academic achievement and escalation students' psychological syndromes and physical indications of stress. Instructors who use degradation or sarcasm can leave a child feeling demeaned. Discipline by fear and intimidation can harm the student's future achievement. Teachers who are strict in their display of authority or indifferent toward their students or lessons can leave a lingering feeling of negativity. Teachers facilitate the students for improving their performance and always are available to solve their glitches and give courage to the students for innovative thinking. But teaching occupation is seen as poorly managed in recent situations. The main focused area is to recognize students’ difficulties concerning learning. For this purpose, well-trained teachers are required to guide the students. The study's primary objective was to analyse teachers’ behavior for the academic performance of school students in Tehsil Faisalabad, Pakistan. The study population was all the teachers and students of Govt. sector schools, of Tehsil Faisalabad (From Pakistan). The study was conducted at the Institute of Agri. Extension, Education and Rural Development, University of Agriculture, Faisalabad, Punjab, Pakistan. From (88) total number of schools, six schools (3 schools from urban and 3 schools from rural areas) were selected on a random basis 5 students were selected from 6th standard, 5 from 7th standard, 5 from 8th standard) making a sample of 90 students. Three teachers were selected from the selected standards (1 from 6th standard, 1 from 7th standard, 1 from 8th standard). The selected teachers’ samples were eighteen. Two questionnaires were used with a five-point rating scale to collect the views of school teachers and students about the teachers’ behavior regarding the students' academic achievement. The researcher personally visited schools and collected views regarding the behavior of teachers on the academic achievements of students. Quantitative data were analyzed through SPSS. The result also demonstrates that teachers’ behavior directly affects students' academic performance. The analysis of data showed a significant association between teachers’ behavior and students’ academic achievements. It was recommended that teachers behave positively with students and show professionalism so their students will pay attention to their study through such kind of motivation. Most of the students were agreed that they are appreciated by their teacher (a weighted score of 25.00). Most of the students were agreed that communication between teacher and student helps the teacher to understand students' feelings with a weighted score of 31.00. Most of the students were agreed that the students consider their teacher as a role model with a weighted score of 36.00. The study's major conclusions were that teachers felt honoured to be teachers, adjusted themselves with the predominant situation and environments, and used different motivational teaching techniques. Students were found to be pleased with the positive behaviour of their teachers. The relationship between the teachers’ behaviour and corresponding academic success (marks) revealed a highly positive significant correlation.

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