scholarly journals Pola Asuh Demokratis, Kemandirian dan Motivasi Berprestasi pada Mahasiswa

2014 ◽  
Vol 3 (01) ◽  
Author(s):  
Lydia Edmay Viveca David ◽  
Andik Matulessy ◽  
Herlan Pratikto
Keyword(s):  
Regression Analysis ◽  
Achievement Motivation ◽  
Parenting Style ◽  
Partial Correlation ◽  
Alpha Reliability ◽  
Correlation Result ◽  
Motivation Scale

Abstract. The aim of this research was correlation the democratic parenting style and autonomy toward achievement motivation. The participants are 110 students of Medicine Faculty of Sam Ratulangi University. Instruments research used achievement motivation scale, democratic parenting-style scale and autonomy scale. Cronbach’s Alpha reliability found the reliability of achievement motivation scale α = 0,917 democratic parenting-style scale α = 0,915 autonomy scale α = 0,947 Regression analysis result F = 120,977 and p = 0,000 (p < 0,01) indicated that both of democratic parenting-style and autonomy variables give contributions for the students’ achievement motivation. Partial correlation result between achievement motivation and democratic parenting-style found r partial = 0,031 p = 0,753 (p > 0,05) indicated no correlation between democratic parenting-style and achievement motivation. Partial correlation result between achievement motivation and autonomy found r partial = 0, 775 p = 0,000 ( p < 0,01) indicated that achievement motivation and autonomy was significant positively correlation.Keywords: achievement motivation, democratic parenting-style, autonomy

scholarly journals Hubungan Antara Secure Attachment dan Kemandirian dengan Motivasi Berprestasi pada Remaja

2020 ◽  
Vol 2 (1) ◽  
pp. 69-75
Author(s):  
Sri Rahmadani ◽  
Nefi Darmayanti ◽  
Irna Minauli
Keyword(s):  
Regression Analysis ◽  
Achievement Motivation ◽  
Significant Relationship ◽  
Random Sampling ◽  
Sampling Technique ◽  
Stratified Random Sampling ◽  
Secure Attachment ◽  
Motivation Scale ◽  
The Relationship

The purpose this study was to determine the relationship between secure attachment with achievement motivation,  the relationship between autonomy with achievement motivation, and the relationship between secure attachment and autonomy with achievement motivation in adolescents students. The population of this research was students of class X, XI and XII Madrasah Aliyah Negeri (MAN) Tebing Tinggi. The sample was 103 students were take by stratified random sampling technique. This study used secure attachment scale, autonomy scale, and achievement motivation scale. Double regression analysis showed FCOUNT  33, 482 with  p = 0,000 (p0,005). The result indicate that there was significant correlation between secure attachment and autonomy with achievement. Patrially, there is a significant relationship secure attachment with achievement rxy = 0,365 with  p 0,01 and there is a significant relationship between autonomy with achievement motivation  rxy = 0,361 with  p 0,01. R2 square value was 0, 527 it means that secure attachment and autonomy simultaneously contribute 52,7% toward achievement motivation.

scholarly journals The Relation Between Lifelong Learning Tendency and Achievement Motivation

2018 ◽  
Vol 6 (3a) ◽  
pp. 1 ◽  
Author(s):  
Emrullah Yilmaz ◽  
Hüseyin Kaygin
Keyword(s):  
Regression Analysis ◽  
Lifelong Learning ◽  
Achievement Motivation ◽  
Prospective Teachers ◽  
Regression Coefficient ◽  
Relative Order ◽  
External Effect ◽  
Screening Model ◽  
Motivation Scale ◽  
Internal Effect

The aim of this study is to reveal the relation between lifelong learning tendency and achievement motivation. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at two universities in Turkey in 2016. Relational screening model was used in the study and the data were collected through achievement focused motivation scale and lifelong learning tendency scale. The collected data were analysed using regression analysis on SPSS 22. As the findings suggest, there is a low, positive correlation (r=0.095) between prospective teachers’ achievement motivation and lifelong learning tendency at 95% confidence interval. As for the correlation between lifelong learning tendency and the sub-dimensions of achievement motivation, lifelong learning tendency has a significant correlation with the expansion of objective (r=0,139), self-consciousness (r=0,128) and internal effect (r=0,089). However, it doesn’t correlate significantly with external effect (r=-0,024). As the standardised regression coefficient (β) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; external effect, expansion of objective, self-consciousness and internal effect.

scholarly journals Pengaruh Motivasi Berprestasi dan Kemandirian Belajar terhadap Prestasi Belajar Matematika Siswa

2018 ◽  
Vol 3 (2) ◽  
pp. 157
Author(s):  
Ika Sufatihah
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Achievement Motivation ◽  
Partial Correlation ◽  
Mathematics Learning ◽  
Report Card ◽  
T Test ◽  
Learning Achievement ◽  
Achievement Data ◽  
Motivation And Learning

<p><em>The purpose of this study was to determine the impacts of achievement motivation on student’s mathematics learning achievement. To know the impacts of learning independence on student’s mathematics learning achievement. To know the impacts of achievement motivation and learning independence on student’s mathematics learning achievement all together.the methode used in this reseach is survey methode. The numbers of sample are 80 students chosen randomly from all the students of x grade, state SMK in west Jakarta, semester 1 at academic years 2014/2015. Collecting data was conducted by quisionare spread for achievement motivation and learning independence, and report card semester 1 academic years 2014/2015 for student’s mathematics learning achievement. Data analysis used descriptive, statistic classical assumption test, partial correlation coefisient, double correlation coefisient and regression analysis. Sample are 80 students from 111 students. Regression analysis= </em><em>71.347+ 0.086X1 + (-0.48)x2, from the equation show that: 1) there are significant impacts of achievement motivation and learning independence on student’s mathematics learning achievement all together. F0 = .1.803 dan Sig. = 0.172 &gt; 0.05, 2) there are significant impacts of achievement motivation on student’s mathematics learning achievement. It is proven by t test= 1.688 and sig= 0.095&gt; 0.05, 3) there are significant impacts of learning independence on student’s mathematics learning achievement. It is proven by t test = -1.028 and sig= 0.307&gt;0.05</em></p>

scholarly journals HUBUNGAN ANTARA METAKOGNISI DAN MOTIVASI BERPRESTASI DENGAN KREATIVITAS

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Andik Matulessy
Keyword(s):  
Achievement Motivation ◽  
Partial Correlation ◽  
Positive Relationship ◽  
Partial Correlation Analysis ◽  
First Semester ◽  
Independent Variables ◽  
The Subject ◽  
Motivation Scale ◽  
The Relationship ◽  
Academic Year

Abstract, The research was conducted to find out the relationship between the metacognition and the achievement motivation and the creativity. The subject of the research was the first semester students of Counseling Department academic year 2011/2012 Nusantara PGRI University Kediri. The instrument used was the creativity scale, the metacognition scale, and the achievement motivation scale. The result of the research showed that metacognition and achievement motivation was significantly associated with the creativity shown by the calculated F value 63,084 and the significance of 0,000 (<0,05). The result of determination is 0,508. It means that 50,8 % independent variables (metacognition and achievement motivation) gave contribution to dependent variable (creativity). The result of partial correlation analysis showed that there is a very significant relationship between metacognition and creativity. There is a very significant positive relationship between achievement motivation and creativity. Keywords : creativity, metacognition, and achievement motivation

scholarly journals The Contribution of Parents Attention to Student Achievement Motivation

10.32698/0982 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 55
Author(s):  
Nofrizal Nofrizal ◽  
Herman Nirwana ◽  
Alizamar Alizamar
Keyword(s):  
Student Achievement ◽  
Regression Analysis ◽  
Achievement Motivation ◽  
Sampling Technique ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Purposive Sampling ◽  
High Category ◽  
Improve Student Achievement ◽  
Motivation Scale

The low student achievement motivation is something that must be considered. Parents attention became one of the factors that can influence student achievement motivation. The purpose of this study to describe the contribution of parent attention to student’s achievement motivation in SMK Muhammadiyah 1 Padang. This research uses regression analysis. In the research took the sample of 233 students by using purposive sampling technique. It was used instrument "Wira Solina Parents Attention Scale" with reliability value is 0.888, and "Achievement Motivation Scale" with reliability value is 0.885. The results of research showed that: (1) Parents attention (Mother) in the high category; (2) Parents attention (Father) in the medium category; (3) student achievement motivation in the medium category; (4) the contribution of parents attention (mother) to the achievement motivation is 14.4%; (5) the contribution of the parents attention (father) to the achievement motivation is 12.9%; and (6) the contribution of parents attention (Mother and Father) to the achievement motivation are 15.6%. The results of research showed that parents’ attention (mother and father) need to improved student achievement motivation, so it can be recommended by counselor teacher to give guidance and counseling services in the school and involved their parents to improve student achievement motivation.

Adiksi Internet pada Remaja

2019 ◽  
Vol 7 (1) ◽  
pp. 72-78
Author(s):  
Ismalia Prambayu ◽  
Mulia Sari Dewi
Keyword(s):  
Regression Analysis ◽  
Social Skills ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Parenting Style ◽  
Internet Addiction ◽  
Psychological Factors ◽  
Social Skill ◽  
Analysis Method ◽  
Loneliness Scale

AbstractInternet addiction has become a worrying phenomenon for Indonesian teenagers. This research was conducted to determine whether the psychological factors will influence internet addiction in adolescents. This research uses quantitative with multiple regression analysis method. The winning sample is 200 adolescents. The instrument collects data using a scale internet addiction scale that compiled by Griffiths (2005) and developed by Lemmens (2009), Parenting Authority Questionnaire (PAQ) developed by Buri (1991), Social Skill Inventory (SSI) developed by Riggio (1986), and A Rasch-Type Loneliness Scale compiled by De Jong Gierveld (2006).  The results showed that there were significant differences in the parenting style, social skills, and loneliness on the tendency of internet addiction in adolescents.AbstrakAdiksi Internet menjadi salah satu fenomena yang mengkhawatirkan untuk remaja Indonesia. Penelitian ini dilakukan untuk mengetahui faktor psikologis apakah yang memberikan pengaruh terhadap kecenderungan adiksi internet pada remaja. Sampel pada penelitian ini berjumlah 200 remaja dengan menggunakan metode analisis kuantitatif. Penelitian ini menggunakan alat ukur sebagai berikut, alat ukur adiksi internet yang dikembangkan oleh Lemmens (2009), Parenting Authority Questionnaire (PAQ) yang dikembangkan oleh Buri (1991), Social Skill Inventory (SSI) yang dikembangkan oleh Riggio (1986), dan A Rasch-Type Loneliness Scale yang disusun oleh De Jong Gierveld (2006). Berdasarkan hasil pengujian ditemukan pengaruh signifikan gaya pengasuhan, keterampilan sosial, dan kesepian terhadap kecenderungan adiksi internet pada remaja.

scholarly journals THE INFLUENCE OF DA’I PERSONALITY AND DA’WAH BIL HAL TOWARDS SPIRITUAL MOTIVATION OF MAD’U

Jurnal MD ◽  
2017 ◽  
Vol 3 (2) ◽  
pp. 141-160
Author(s):  
Cintami Farmawati
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Religious Education ◽  
Sampling Technique ◽  
Boarding School ◽  
Significance Level ◽  
Education Organization ◽  
Motivation Scale

A da'i must have a good personality when entering the field of da'wah so as to move or spur the mad'u to arise awareness in performing charity and that the goal of da'wah can be achieved. This study aims to explain effect of da’i personality and da'wah bil-hal towards spiritual motivation of mad’u. Its population is all mad'u and da'i in Boarding School of Bahrul Ulum of Pemalang Regency. The sample in this study is 77 mad'u which is divided into 35 people (45,5%) women and 42 people (54,5%) men. As for the entire population of da'i is used as a sample, which is 4 da'i. Sampling technique used is nonprobability sampling. The measuring tools used are personality scale, bil-hal da'wah scale, and spiritual motivation scale in the form of Likert. The data analysis used is Multiple Regression Analysis at 0.05 significance level. The results showed that there was a significant effect of da’i personality and da’wah bil-hal towards spiritual motivation of mad’u. The variables that show the most dominant positive tendencies and significantly influence the spiritual motivation of mad'u are the personality of extraversion, openness to experience, agreeableness, religious, education, organization and social.

scholarly journals Parenting Styles and Suicidal Ideation in Pakistani Adolescents

2020 ◽  
Vol 1 (2) ◽  
pp. 53-61
Author(s):  
Naveed Sultan ◽  
Zainab Javed
Keyword(s):  
Suicidal Ideation ◽  
Parenting Style ◽  
Parenting Styles ◽  
Partial Correlation ◽  
Suicidal Risk ◽  
Parental Authority Questionnaire ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship ◽  
Risk Scale

Suicide is described as death caused by self-directed injurious behavior with any intent to die as a result of the behavior. Adolescence is a period of marked risk for suicide. This study was carried out to find out the relationship of parenting style and suicidal ideation of adolescents. A sample of (N= 200) with age range of 13 to 19 years from different schools of Khyber Pakhtun Khwa, Pakistan was selected. Two instruments were used in study:  Parental Authority Questionnaire (PAQ), and Suicidal Risk Scale (SRS). Pearson partial correlation was applied to analyze the data. The findings shows permissive mother parenting style is significantly positively correlated with authoritarian mother parenting, permissive father parenting, authoritarian father parenting, and suicidal ideation. Whereas, authoritarian mother parenting style significantly positively correlated with permissive father parenting, authoritarian father parenting, and suicidal ideation. Meanwhile authoritative/flexible mother parenting style is significantly negatively correlated with permissive father parenting, authoritarian father parenting, and suicidal ideation.

scholarly journals Parenting Style as Correlates of Adolescents’ Academic Achievement Motivation of Bate Secondary School, Haramaya, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 172 ◽  
Author(s):  
Amare Misganaw Mihret ◽  
Galata Sitota Dilgasa ◽  
Tsigereda Hailu Mamo
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Academic Motivation ◽  
Self Report ◽  
Authoritarian Parenting ◽  
Academic Achievement Motivation ◽  
Authoritarian Parenting Style

This study aimed at examining the relationship of adolescents’ academic achievement motivation and parenting styles. Data were collected from randomly selected 192 adolescent students (93 males and 99 females) through standardized scales of achievement motivation self-report inventory and parenting style scale. The data analysis has been done through both descriptive and inferential statistical methods. To this end, finding revealed that authoritarian parenting style is the most commonly practiced parenting style in the families of respondents among other three parenting styles (authoritative, indulgent and neglectful). There is a statistically significant relationship between authoritative parenting style and students’ academic achievement motivation. Significant relationship between authoritarian parenting style and students’ academic achievement motivation has also been reported. There is strong and negative relationship between neglectful parenting style and students’ academic achievement motivation. That it means, neglectful parenting negatively affects students’ academic motivation. As expected, significant relationship between indulgent parenting style and students’ academic motivation was not reported. In the end, some points were forwarded to suggest ways of properly addressing the gaps noted in this research.

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