Konsep Diri, Kecerdasan Emosi dan Motivasi Belajar Siswa

Abstract.Â The purpose of this study was to determine the relationship between self-concept and emotional intelligence with student motivation. The sample was SMK Assaâ€™adah Sampurnan Bungah Gresik amount to 167 students by using random sampling techniques Purpose. The result of multiple regression analysis obtained Fhitung by 62,551 with Ï < 0.05 is Ï = 0,000, which means there is a significant relationship between self-concept and emotional intelligence with student motivation; itâ€™s means there is very significant relationship between self-concept and student motivation with t = 3,178 and Ï = 0,000, and very significant relationship between emotional intelligence and student motivation with t = 5,286 and Ï = 0,000. The percentage contribution of effective self-concept and emotional intelligence for student motivation is equal 73,3%.Key Words : self-concept, emotional intelligence, and student motivation.

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The Relationship Between Gratitude and Social Support with The Stress of Parents Who Have Children in Need of Special

Journal of Child Development Studies ◽

10.29244/jcds.3.1.44-58 ◽

2018 ◽

Vol 3 (1) ◽

pp. 44

Author(s):

Mega Rista Saras Ati ◽

Andik Matulessy ◽

Muhammad Farid Rochim

Keyword(s):

Social Support ◽

Significant Relationship ◽

Random Sampling ◽

Research Data ◽

Sampling Techniques ◽

Social Support Scale ◽

The Subject ◽

The Relationship

The purpose of this research is to know the relation between gratitude and social support with the stress of parents who have children in need special. Through random sampling techniques, acquired the subject 30 parents who have children in need specially in Surabaya. This research is the gauge scale gratitude scale, stress and social support scale. Research data were analyzed with regression shows double F = 4.750 and sig = 0.01 means there is a significant relationship between social support and gratitude with the stress of parents who have children in need special. The results of the R square = 0.260 meaning stress parents who have children in need special can be explained by the gratitude and social support of 26%. Next partially gratitude does not correlate with the stress parents of children in need special (partial r = 0.001 with sig = 0.998), and social support proved to be significantly correlated negatively with the stress parents of children in need of special r partial =-0.480 with sig = 0.008

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Hubungan Antara Secure Attachment dan Kemandirian dengan Motivasi Berprestasi pada Remaja

Tabularasa: Jurnal Ilmiah Magister Psikologi ◽

10.31289/tabularasa.v2i1.289 ◽

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.

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The Relationship between Self-efficacy and Learning Environment with Students' Self-directed Learning

Jurnal Aplikasi IPTEK Indonesia ◽

10.24036/4.14343 ◽

2020 ◽

Vol 4 (1) ◽

pp. 37-42

Author(s):

Nanda Mirzawati ◽

Neviyarni Neviyarni ◽

Rusdinal Rusdinal

Keyword(s):

Learning Environment ◽

Significant Relationship ◽

Self Efficacy ◽

Random Sampling ◽

The Self ◽

Sampling Techniques ◽

Self Directed Learning ◽

Directed Learning ◽

Correlational Method ◽

The Relationship

The lack of self-directed learning of students shown by students is one problem associated with self-efficacy and the learning environment. The purpose of the research is to reveal the relationship between self-efficacy and the learning environment, and self-directed learning. This study uses the correlational method and data collected from a sample of 198 students, which were found using proportional random sampling techniques. Data were collected using a self efficacy scale (24 valid items = 0.851), a learning environment scale (32 valid items = 0.830), and a self-directed learning scale (64 valid items = 0.936). Data were then analyzed using multiple regression. The results showed the correlation coefficient r = 0.535 and p = 0.00 (p> 0.05), which showed that there was a positive and significant relationship between self-efficacy and the learning environment together with self-directed learning. So it can be explained that the higher the self-efficacy and learning environment, the higher the student's self-directed learning.

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The Relationship between Emotional Intelligence and Self-Concept and Educational Achievement of Tehran Students

International Journal of Learning and Teaching ◽

10.18844/ijlt.v11i1.3573 ◽

2019 ◽

Vol 11 (1) ◽

pp. 28-33

Author(s):

Zahra Shams

Keyword(s):

High School ◽

Emotional Intelligence ◽

Significant Relationship ◽

Correlation Matrix ◽

Educational Achievement ◽

Self Concept ◽

Cluster Sampling ◽

Correlational Research ◽

Multi Stage ◽

The Relationship

Abstract This study conducted with the aim of investigating the relationship between emotional intelligence and self-concept as well as educational achievement of Tehran students. Descriptive correlational research used as a research design. Selected samples, after receiving information about research goals and giving their consent to participation, collaborated with the researcher. First, using multi-stage cluster sampling, districts 1, 4, and 17 were selected among 22 districts of Tehran randomly. Then, two high schools (one girls' high school and one boy’s high school) were chosen from each of districts. 200 students were recruited. Emotional intelligence and Tennessee self-concept questionnaires were completed by participants and then analysis of data carried out using correlation matrix and Multiple Regression. The results showed that self-concept and educational achievement have a significant relationship with emotional intelligence. Also, emotional intelligence could predict self-concept and educational achievement. Keywords: emotional intelligence, self-concept, educational achievement

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Hubungan Kecerdasan Emosi dan Pola Asuh Demokratis dengan Strategi Coping Adaptif pada Mahasiswa Tingkat Akhir

Tabularasa: Jurnal Ilmiah Magister Psikologi ◽

10.31289/tabularasa.v1i2.276 ◽

2019 ◽

Vol 1 (2) ◽

pp. 191-197

Author(s):

Maria Fella Thika Sary ◽

Nefi Damayanti

Keyword(s):

Emotional Intelligence ◽

Regression Analysis ◽

Coping Strategies ◽

Significant Relationship ◽

Sampling Technique ◽

Adaptive Coping ◽

Intelligence Scale ◽

The University ◽

The Relationship ◽

Senior Students

This research aims to know the relationship between emotional intelligence with Adaptive coping strategies, relationships with democratic parenting and adaptive coping strategies and the relationship between emotional intelligence and democratic parenting with Adaptive coping strategies on senior students. The population in this research is the senior students at the Faculty of psychology of the University of Medan Area. Sample research amounted to 74 students were taken with purposive sampling technique. The instruments used are emotional intelligence scale, parenting democratic scale and adaptive coping strategy scale. Results of multiple regression analysis shows amounted to 469.324 with Freg value p = 0.000 (p 0.005) it shows that there is a significant relationship between emotional intelligence and democratic parenting with adaptive coping strategies. Partially, there is the relationship between emotional intelligence with adaptive coping strategies with rxy = 0.00 0.936 with p , and there is a relationship between democratic parenting with adaptive coping strategies rxy = 0.920 with p 0.00. The value of R2 of 0.933 emotional intelligence means and foster democratic patterns together contributed effectively amounted to 93.3% against adaptive coping strategies.

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Pengaruh Kecerdasan Emosi dan Konsep Diri Terhadap Kemampuan Mengajar Guru Taman Kanak-Kanak

JURNAL Al-AZHAR INDONESIA SERI HUMANIORA ◽

10.36722/sh.v3i2.207 ◽

2017 ◽

Vol 3 (2) ◽

pp. 181

Author(s):

Nila Fitria

Keyword(s):

Emotional Intelligence ◽

Correlation Coefficient ◽

Significant Relationship ◽

Multiple Correlation Coefficient ◽

T Test ◽

Kindergarten Teacher ◽

Self Concept ◽

Multiple Correlation ◽

Concept Teaching ◽

The Relationship

Abstrak - Penelitian ini bertujuan untuk mengetahui tentang hubungan antara kedua variabel bebas (kecerdasan emosi dan konsep diri) dengan variabel terikat (kemampuan mengajar guru taman kanak-kanak). Populasi dalam penelitian ini adalah adalah seluruh guru Taman Kanak-Kanak se-Kecamatan Larangan Tangerang (jumlah guru sebanyak 310 orang). Hasil penelitian ini menyimpulkan bahwa: (1) Terdapat hubungan yang signifikan antara kecerdasan emosi (X1) dengan kemampuan mengajar guru taman kanak-kanak (Y), koefisien korelasi antara kecerdasan emosi (X1) dengan kemampuan mengajar guru taman kanak-kanak sebesar 0, 32. Melalui uji-t diperoleh thit sebesar 2,48 lebih besar dari pada ttab sebesar 1,67 sehingga koefisien korelasi (ry1) dinyatakan signifikan. (2) Terdapat hubungan yang signifikan antara konsep diri (X2) dengan kemampuan mengajar guru taman kanak-kanak, koefisien korelasi antara konsep diri X2 dengan kemampuan mengajar guru taman kanak-kanak (Y) sebesar 0,48. Melalui uji-t diperoleh thit sebesar 3,98 lebih besar dari pada ttab sebesar 1,67 sehingga koefisien korelasi (ry2) dinyatakan signifikan. (3) Koefisien korelasi ganda secara bersama-sama antara kecerdasan emosi dan konsep diri dengan kemampuan mengajar guru taman kanak-kanak diperoleh (Ry12) sebesar 0,48. Pengujian signifikansi melalui uji F diperoleh Fhit sebesar 8,00 lebih besar dari pada Ftab sebesar 3,18 sehingga koefisien korelasi ganda (Ry12) dinyatakan signifikan berarti bahwa semakin tinggi kecerdasan emosi dan konsep diri secara bersama-sama semakin tinggi juga kemampuan mengajar guru taman kanak-kanak. Sebaliknya, semakin rendah kecerdasan emosi dan konsep diri semakin rendah juga kemampuan mengajar guru taman kanak-kanak. Kata Kunci - Kecerdasan Emosi, Konsep Diri, Kemampuan Mengajar Guru TK Abstract - This study aims to find out about the relationship between the two independent variables(emotional intelligence and self-concept) with the dependent variable(the ability of teachers to teach kindergarten).The population in this study is the entire kindergarten teacher as Tangerang District Larangan(the number of teachers as much as310 people).The results of this study concluded that: (1) There is a significant relationship between emotional intelligence(X1) with the ability to teach a kindergarten teacher(Y), the coefficient of correlation between emotional intelligence(X1) with the ability to teach a kindergarten teacher (Y) at 0,32. Through the t-test of 2.48 obtained t-calculate is greater than-table correlation coefficient f1.67 (ry1) expressed significant. (2 )There is a significant relationship between self-concept (X2) with the ability of teachers to teach kindergarten, the correlation coefficient between self-concept X2 with the ability to teach a kindergarten teacher(Y) at 0,48. Through the t-test of 3.98 obtained Thit is greater than that-table correlation coefficient of 1.67(ry2) expressed significant. (3)The coefficient of multiple correlation jointly between emotional intelligence and self-concept and ability to teach a kindergarten teacher was obtained (Ry12) of 0.48. Testing the significance of F-calculate obtained through the F-test of 8.00 greater than 3.18 so F-table for multiple correlation coefficient(Ry12) revealed a significant means that the higher the emotional intelligence and self-concept together the higher the ability of teachers to teach kindergarten as children.Conversely, the lower the self-concept of emotional intelligence and the lower the ability of teachers to teach kindergarten. Keyword – Emotional Intelligence, Self Concept, Teaching Skills Kindergarten Teachers

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KECEMASAN BERBICARA DITINJAU DARI KONSEP DIRI DAN KECERDASAN EMOSIONAL

Jurnal Ilmu Dakwah ◽

10.21580/jid.v34.1.65 ◽

2014 ◽

Vol 34 (1) ◽

pp. 77

Author(s):

Kholisin Kholisin

Keyword(s):

Emotional Intelligence ◽

Regression Analysis ◽

Linear Regression ◽

Multiple Linear Regression ◽

Random Sampling ◽

Public Speaking ◽

Linear Regression Analysis ◽

Multiple Linear Regression Analysis ◽

Self Concept ◽

Cluster Random Sampling

This study aims to test empirically the effect of self-concept of the anxiety of public speaking, the influence of emotional intelligence to the anxiety of public speaking, and the influence of self-concept and emotional intelligence to the anxiety of public speaking. Subjects were students of KKN force 64th 2015 Faculty of Da'wa and Communication UIN Walisongo Semarang in Waterford District are obtained using cluster random sampling. Data were analyzed using linear regression analysis simple and multiple linear regression. Moreover, the multiple linear regression analysis was used to test the effect of self-concept and emotional intelligence simultaneously to the anxiety of public speaking. The results showed: 1). Self-concept significantly influence the anxiety of public speaking, amounting to 51.9%. 2). Emotional intelligence significantly influence the anxiety of public speaking, amounting to 34.9%. 3). The concept of self and emotional intelligence influence simultaneously to the anxiety of public speaking, amounting to 60.4%.*** Penelitian ini merupakan penelitian kuantitatif yang bertujuan untuk menguji secara empiris pengaruh konsep diri terhadap kecemasan berbicara di depan umum, pengaruh kecerdasan emosional terhadap kecemasan berbicara di depan umum, dan pengaruh konsep diri dan kecerdasan emosional terhadap kecemasan berbicara di depan umum. Subyek penelitian adalah mahasiswa KKN angkatan ke-64 tahun 2015 Fakultas Dakwah dan Komunikasi UIN Walisongo Semarang di Kabupaten Temanggung secara cluster random ampling. Teknik analisis data menggunakan analisis regresi linier sederhana dan regresi linier berganda. Hasil penelitian ini menunjukkan: 1). Konsep diri berpengaruh secara signifikan terhadap kecemasan berbicara di depan umum, yaitu sebesar 51,9%. 2). Kecerdasan emosional berpengaruh secara signifikan terhadap kecemasan berbicara di depan umum, yaitu sebesar 34,9%. 3). Konsep diri dan kecerdasan emosional berpengaruh secara simultan terhadap kecemasan berbicara di depan umum, yaitu sebesar 60,4%.

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Hubungan Keseimbangan Dan Koordinasi Mata Kaki Terhadap Kemampuan Passing Cabang Olahraga Futsal Siswa SMA Negeri 8 Gowa

Global Science Education Journal ◽

10.35458/gse.v2i1.25 ◽

2020 ◽

Vol 2 (1) ◽

pp. 7-19

Author(s):

Sarifuddin Arham

Keyword(s):

Regression Analysis ◽

Significant Relationship ◽

Random Sampling ◽

Descriptive Analysis ◽

Coefficient Of Determination ◽

Analysis Technique ◽

Study Population ◽

Independent Variable ◽

Passing Ability ◽

The Relationship

This study aims to determine the relationship between balance and passing ability, the relationship between ankle coordination and passing ability, and the relationship between balance and eye coordination on the passing ability of the futsal sport of SMA Negeri 8 Gowa students. This type of research is correlational with the independent variable being balance. and ankle coordination, while the dependent variable is the ability to pass. The study population was students of SMA Negeri 8 Gowa and a sample of 30 students was taken. The technique of determining the sample is random (random sampling) by lottery. The analysis technique used is descriptive analysis, correlation analysis, regression analysis and the data were analyzed using SPSS version 16. The results showed that 1). There is a significant relationship between the balance of the passing ability in the futsal sport of SMA Negeri 8 Gowa students with a correlation value (R) = 0.703. 2). There is a significant relationship between the coordination of the ankles and the passing ability of the futsal sport of SMA Negeri 8 Gowa students with a correlation value (R) = 0.742. 3). There is a significant relationship between balance and eye coordination on the passing ability of the futsal sport of SMA Negeri 8 Gowa students with a correlation value (R) = 0.887, and with the coefficient of determination (r2) = 786 or equal to 7.86%. Thus it can be concluded that there is a significant relationship between balance and coordination of the ankles on the passing ability of the futsal sport of SMA Negeri 8 Gowa students.

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PENGARUH KONSEP DIRI TERHADAP PEMECAHAN MASALAH BAGI SISWA KELAS X DI SMA NEGERI JAKARTA TIMUR

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v8i3.131 ◽

2015 ◽

Vol 8 (3) ◽

pp. 191

Author(s):

Renatha Ernawati

Keyword(s):

Problem Solving ◽

Significant Relationship ◽

Random Sampling ◽

Correlation Method ◽

Sampling Technique ◽

Test Sample ◽

Self Concept ◽

Coefficient Of Determination ◽

Independent Variables ◽

The Relationship

The population of study was the students of class X students of SMAN East Jakarta, amounting to 8 schools and the total number of students was 295. Random sampling technique of test sample was used and obtained by 40 students and the study sample as many as 60 students. In order to answer the problems, the writer used a survey and correlation methods. What is meant by the correlation method is to find the relationship between the variables X into Y and independent variables being the dependent variable. Based on the results of hypothesis testing is known that there is a positive and significant relationship between the effects of self-concept to problem solving for. With a correlation coefficient (R) of 0.707 which indicates that the correlation between the two variables was strong, and the coefficient of determination (R Square) of 0.499. This means that the variable self-concept affects students' problem-solving of 49.9%, while the remaining 50.1% is influenced by other factors.Keywords : Self-Concept, Problem-Solving

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The Study of the Relationship between Depression and Emotional Intelligence among the Students of Zabol University of Medical Sciences in 2014

Asian Social Science ◽

10.5539/ass.v12n7p143 ◽

2016 ◽

Vol 12 (7) ◽

pp. 143

Author(s):

Raziye Behzadmehr ◽

Mina Seyedinejag ◽

Maryam Behzadmehr

Keyword(s):

Emotional Intelligence ◽

Significant Relationship ◽

Random Sampling ◽

Pearson Correlation ◽

The Other ◽

Stratified Random Sampling ◽

Pearson Correlation Coefficient ◽

Medical Sciences ◽

Major Satisfaction ◽

The Relationship

This study aimed to answer the question that what is the relationship between depression and emotional intelligence among the students of Zabol University of medical sciences in 2014?This study is descriptive-correlational that examined 294 students of Zabol University of medical sciences in 1393 by using stratified random sampling. Bar-On emotional intelligence questionnaire and Beck depression questionnaire were used to collect data. Pearson correlation coefficient and regression were used for data analysis. The obtained results show that there is a significant relationship between emotional intelligence and depression. On the other hand, there is a significant relationship between emotional intelligence with the variables (gender, major satisfaction, type of faculty, and place of living) and depression with the variables (gender, major satisfaction, father’s education and type of faculty).

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