scholarly journals Hubungan Self efficacy dengan Prokrastinasi Akademik pada Mahasiswa USU yang Sedang Menyusun Skripsi

2018 ◽  
Vol 1 (1) ◽  
pp. 296-302
Author(s):  
Sri Supriyantini ◽  
Khirzun Nufus
Keyword(s):  
College Students ◽  
Data Analysis ◽  
Adverse Effects ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Bachelor's Degree ◽  
Academic Procrastination ◽  
Academic Field ◽  
The Individual ◽  
The Relationship

Untuk meraih gelar sarjana di perguruan tinggi, mahasiswa diwajibkan untuk menyelesaikan tugas akhir skripsi. Umumnya mahasiswa diberikan waktu untuk penyusunan skripsi selama 1 semester atau kuranglebih 6 bulan. Namun banyak mahasiswa yang memerlukan waktu lebih dari enam bulan untuk mengerjakan skripsi[5]. Hal ini berakibat pada masa studi mahasiswa yang menjadi lebih lama dari yang seharusnya. Salah satu faktor yang menyebabkan keterlambatan mahasiswa dalam menyusun skripsi adalah prokrastinasi akademik. Prokrastinasi akademik ini terkait dengan self efficacy yang dimiliki mahasiswa. Penelitian ini merupakan penelitian korelasional yang bertujuan untuk mengetahui hubungan antara self efficacy dengan prokrastinasi akademik pada mahasiswa Universitas Sumatera Utara yang sedang menyusun skripsi. Menurut Steel (2007) prokrastinasi adalah menunda dengan sengaja kegiatan yang diinginkan walaupun individu mengetahui bahwa perilaku penundaan tersebut dapat menghasilkan dampak buruk. Prokrastinasi akademik merupakan prokrastinasi yang terjadi pada bidang akademik. Prokrastinasi yang dilakukan berkaitan dengan menunda untuk memulai dan menyelesaikan skripsi. Prokrastinasi akademik berkaitan dengan keyakinan dari dalam diri mahasiswa akan kemampuan yang dimiliki untuk mengerjakan tugas (dalam hal ini adalah penyusunan skripsi). Keyakinan seseorang akan kemampuannya oleh Bandura (2001) disebut sebagai self efficacy. Sampel penelitian ini adalah 307 mahasiswa USU yang sedang menyusun skripsi. Data diambil dengan menggunakan skala self efficacy yang disusun berdasarkan dimensi- dimensi self efficacy [1] dan skala prokrastinasi akademik berdasarkan aspek-aspek prokrastinasi akademik [6]. Hasil analisa data menunjukkan adanya hubungan negatif antara self efficacy dengan prokrastinasi akademik pada mahasisa USU yang sedang menyusun skripsi (r = -0.335, p = 0.000).   To get a bachelor's degree in college, students are required to complete the thesis final assignments. Generally, students are given time for the preparation of a thesis for 1 semester or approximately 6 months. But many students need more than six months to work on a thesis [5]. This results in the study period of students becoming longer than they should. One of the factors that causes student delays in preparing a thesis is academic procrastination. Academic procrastination is related to student self-efficacy. This research was a correlational study that aimed to determine the relationship between self-efficacy and academic procrastination in University of Sumatera Utara students who were preparing a thesis. According to Steel (2007) procrastination is to deliberately delay the desired activity even though the individual knows that the delaying behavior can produce adverse effects. Academic procrastination is procrastination that occurs in the academic field. Procrastination is carried out in connection with delaying starting and completing a thesis. Academic procrastination is related to the confidence in the student's ability to do the task (in this case the preparation of the thesis). A person's belief in his ability by Bandura (2001) is referred as self-efficacy. The sample of this study was 307 USU students who were preparing a thesis. Data were taken using the scale of self-efficacy which was compiled based on the dimensions of self-efficacy [1] and the scale of academic procrastination based on aspects of academic procrastination [6]. The results of data analysis showed a negative relationship between self-efficacy and academic procrastination of USU's students who were preparing a thesis (r = -0.335, p = 0.000).

scholarly journals Kecenderungan Narsistik ditinjau dari Kesepian pada Mahasiswi Pengguna Jejaring Sosial Media Instagram Fakultas Ekonomi Universitas Prima Indonesia

PSYCHE 165 ◽  
2020 ◽  
pp. 269-273
Author(s):  
Fani Natasya ◽  
Vion Vion ◽  
Susi Anjelika ◽  
Heryanto Heryanto
Keyword(s):  
College Students ◽  
Data Analysis ◽  
Correlation Coefficient ◽  
Work Stress ◽  
Turnover Intention ◽  
Negative Relationship ◽  
The Relationship ◽  
Tests For Normality

This study aims to determine the relationship between lonely with narcissistic tendencies. The hypothesis of this study states that there is a negative relationship between lonely with narcissistic tendencies, assuming that the higher the lonely is, the lower the narcissistic tendencies, and conversely the lower the lonely is, the higher the narcissistic tendencies will be. The subjects of this study were 256 college students of Universitas Prima Indonesia. Datas were obtained from scales used to measure turnover intention and work stress. Calculations were performed by testing the analysis requirements (assumption) that consisted of tests for normality and linearity. The data were analyzed using Product Moment Correlation with SPSS 20 for Windows. The results of the data analysis showed that the correlation coefficient was – 0,414 with a significance value of 0.000 (p <0.05). It showed that there is a negative relationship between lonely and narcissistic tendencies. The results of this study indicate that the contributions made by the variable of work stress on turnover intention was 17,2 percent, while the remaining 82,8 percent was influenced by other factors that were not examined. From these results, it is concluded that the hypothesis, which stated that there is a negative relationship between the lonely and narcissistic tendencies, is acceptable.

scholarly journals Hubungan Regulasi Diri dalam Belajar dan Efikasi Diri dengan Prokrastinasi Akademik Mahasiswa

2018 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Indah Sari Liza Lubis
Keyword(s):  
Self Efficacy ◽  
Quantitative Methods ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Saturated Sample ◽  
Relationship Of ◽  
The Relationship

This study aims to determine: (1) the relationship between self regulated learning and student academic procrastination; (2) the relationship of self efficacy with student academic procrastination; (3) the relationship between self regulated learning and self efficacy with student academic procrastination. The hypothesis proposed is a negative relationship between self regulated learning and self efficacy with student academic procrastination, assuming the higher self regulated learning and self efficacy, the lower the student academic procrastination. Conversely, the lower the self regulated learning and self efficacy, the higher the student's academic procrastination. The number of samples is 61 people. The sampling technique uses saturated sample techniques. The data collection techniq uses questionnaire. The research method used is quantitative methods. The results of the study conclude that: (1) there is a negative relationship between self regulated learning and student academic procrastination; (2) there is a negative relationship between self efficacy and student academic procrastination; (3) there is a negative relationship between self regulated learning and self efficacy with student academic procrastination.

scholarly journals Prokrastinasi Akademik Ditinjau dari Adversity Quotient dalam Mengerjakan Skripsi pada Mahasiswa

PSYCHE 165 ◽  
2020 ◽  
pp. 147-153
Author(s):  
C Christover ◽  
Rianda Elvinawanty
Keyword(s):  
Data Analysis ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Moment Analysis ◽  
Academic Procrastination ◽  
The Relationship ◽  
Test For Normality

The study aims to determine the relationship between adversity quotient and academic procrastination. The hypothesisproposed in this study stated that there was a negative relationship between adversity quotient and academic procrastination,assuming the higher quality of adversity quotient and the lower academic procrastination, and conversely the lower quality ofadversity quotient and the higher academic procrastination. Subjects used in this study were Student of STIE Eka PrasetyaMedan consisting of 105 people who were selected by using total sampling technique. Data were obtained from a scale tomeasure quality of adversity quotient and academic procrastination. The calculation was performed by means of testingrequirements analysis (assumption test) that consists of a test for normality and linearity. Analysis of the data used wasperformed by Product Moment Analysis through SPSS 20 for Windows. The results of data analysis showed that r = -0,844and p = 0.000 (p <0.05), indicating that there was a negative relationship between adversity quotient and academicprocrastination. The results of this study indicated that the contribution (R 2) given to the quality of adversity quotient toacademic procrastination was 71.2 %, the remaining 28.8 % were affected by other factors not examined. From these resultsit can be concluded that the hypothesis is acceptable.

scholarly journals Self-Efficacy dan Burnout Akademik pada Mahasiswa yang Bekerja

2019 ◽  
Vol 3 (2) ◽  
pp. 119-130
Author(s):  
Septriyan Orpina ◽  
Sowanya Ardi Prahara
Keyword(s):  
Self Efficacy ◽  
Psychological Factors ◽  
Negative Relationship ◽  
Individual Factors ◽  
Academic Burnout ◽  
Working Students ◽  
Stress Burden ◽  
The Individual ◽  
The Relationship ◽  
Academic Self Efficacy

SELF-EFFICACY AND ACADEMIC BURNOUT FOR WORKING STUDENTS. Academic burnout refers to stress, burden or other psychological factors because the learning process is followed by students so that it shows the state of emotional fatigue, tendency to depersonalization, and feeling of low personal achievement. There are individual factors that can affect burnout; one of the individual factors that can influence academic burnout is academic self-efficacy. This study aims to determine the relationship between academic self-efficacy and academic burnout in working students. Based on the results of research and discussion, it can be concluded that there is a negative relationship between academic self-efficacy and academic burnout on students who work. This means that the higher academic self-efficacy, the lower academic burnout in working students, conversely the lower of Academic self-efficacy, the higher academic burnout in working students.

scholarly journals ACADEMIC STRESS, ACADEMIC PROCRASTINATION AND ACADEMICPERFORMANCE: A MODERATED DUAL-MEDIATION MODEL

2018 ◽  
Vol 9 (2) ◽  
pp. 38 ◽  
Author(s):  
Lu Qian ◽  
Zhao Fuqiang
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Poor Performance ◽  
Academic Stress ◽  
Academic Procrastination ◽  
Mediation Model ◽  
Mediating Effects ◽  
The Individual ◽  
The Relationship ◽  
Academic Self Efficacy

In this study, we investigated the mediating effects of active procrastination and passive procrastination on the relationship between academic stress and academic performance. In addition, we proposed the moderating effect of academic self-efficacy on the relationship between academic stress and academic procrastination. According to the study, the influence of academic stress on academic performance is mediated by academic procrastination. When individuals perceive the academic stress, they will have better performance if they take active procrastinate while passive procrastination can produce poor performance. Moreover, when individuals have high self-efficacy, it will promote our active procrastination. That is to say, when the individual is aware of the academic stress, it is necessary to believe in their own ability and take active action, which will create good results.

scholarly journals The Relationship between Physical Activity and Academic Procrastination in Chinese College Students: The Mediating Role of Self-Efficacy

2021 ◽  
Vol 18 (21) ◽  
pp. 11468
Author(s):  
Kai Ren ◽  
Xiaolu Liu ◽  
Yujuan Feng ◽  
Changqing Li ◽  
Dingding Sun ◽  
...  
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Self Efficacy ◽  
Rating Scale ◽  
Negative Impact ◽  
Linear Regression Analysis ◽  
Mediating Effect ◽  
Academic Procrastination ◽  
Chinese College Students ◽  
The Relationship

Background: Academic procrastination (AP) has been a common problematic behavior in college students. While physical activity (PA) has been reported to increase self-efficacy and reduce AP, less is known about the potential relationships among them. Therefore, this study aimed to investigate the mediating effect of self-efficacy on the relationship between PA and AP. Methods: 687 Chinese college students (51% males, 49% females) aged 17–23 years (M = 19.59, SD = 0.89) participated in the study. PA, self-efficacy, and AP were assessed using the Physical Activity Rating Scale-3 (PARS-3), the Generalized Self-Efficacy Scale, and the Procrastination Assessment Scale-Students (PASS), respectively. Pearson correlation analysis, linear regression analysis, and mediation analysis were used to analyze the data. Results: (1) PA has a significant and negative impact on college students’ AP, (2) PA has a significant and positive impact on college students’ self-efficacy; (3) self-efficacy has a significant and negative impact on AP in college students; and (4) self-efficacy significantly mediates the relationship between PA and AP. Conclusions: PA is an effective intervention for directly and indirectly decreasing college students’ AP. Therefore, more intervention efforts should focus on the promotion of PA in higher education to improve students’ self-efficacy and thus, to reduce AP among college students.

scholarly journals Hubungan Self-Efficacy dan Social Loafing Tendency Pada Mahasiswa

2018 ◽  
Vol 1 (1) ◽  
pp. 258-263
Author(s):  
Regina A S Purba ◽  
Rika Eliana
Keyword(s):  
College Students ◽  
Learning Process ◽  
Group Work ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Learning Approach ◽  
Social Loafing ◽  
The Social ◽  
The Individual ◽  
The University

Pendekatan pembelajaran yang berbasis tugas atau kerja kelompok bukan hal yang asing bagi para mahasiwa. Namun tugas yang diberikan dengan cara berkelompok memungkinkan terjadinya pemalasan sosial (social loafing), dimana individu mengurangi usahanya ketika ia bekerja dalam kelompok, dibandingkan ketika ia bekerja secara individual. Artinya pemberian tugas secara berkelompok bisa membuat individu yang seharusnya bertanggung jawab secara pribadi apabila tidak terkontrol dapat memungkinkan terjadinya pemalasan sosial yang justru menurunkan efektivitas pembelajaran itu sendiri. Untuk itu penelitian ini dilakukan bertujuan untuk mengetahui apakah ada hubungan self- efficacy (keyakinan seseorang tentang kemampuan individu untuk melakukan satu tugas) dengan social loafing tendency. Penelitian ini dilaksanakan terhadap 300 mahasiwa pertanian dari dua universitas di kota Medan yaitu 150 mahasiswa dari Universitas Sumatera Utara dan 150 mahasiswa dari Universitas Methodis Indonesia. Proses pembelajaran melalui metode pembelajaran yang berbasis tugas kelompok cukup dominan menonjol khususnya di fakultas Pertanian di kedua universitas tersebut. Pengukuran menggunakan alat ukur Social Loafing Tendency berdasarkan teori Latane, sedangkan Self Efficacy berdasarkan Bandura. Hasil penelitian menunjukkan bahwa ada hubungan negative antara kedua variable tersebut. Semakin tinggi self-efficacy seseorang maka semakin rendah social loafing tendency.   A task-based or group work learning approach is not a new thing for the college students. But the task given in groups allows social loafing, where the individual reduces his effort when he works in groups, compared to when he works individually. This means that giving assignments in groups can make individuals who should be personally responsible if they are not controlled can allow social idling which actually reduces the effectiveness of learning itself. For this reason, the study was conducted aimed at finding out whether there is a relationship between self-efficacy (a person's belief in an individual's ability to do a task) and social loafing tendency. The study was conducted on 300 agricultural students from two universities in Medan, with 150 students from the University of Sumatera Utara and 150 students from the Methodist University of Indonesia. The learning process through group-based learning methods was quite dominant, especially in the Faculty of Agriculture in both universities. The measurements done by using a Social Loafing Tendency based on Latane theory and Self Efficacy which based on Bandura. The results showed that there was a negative relationship between the two variables. The higher a person's self-efficacy, the lower the social loafing tendency.

Impact of college students' academic procrastination on subjective well-being

2021 ◽  
Vol 49 (7) ◽  
pp. 1-13
Author(s):  
Xiaodong Bu ◽  
Lin Wu ◽  
Hongchun Wang
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Negative Impact ◽  
Well Being ◽  
The Self ◽  
Academic Procrastination ◽  
Subjective Well Being ◽  
The Relationship ◽  
Moderating Role ◽  
Predictive Effect

We used mindfulness as a mediating variable and self-efficacy as a moderator to examine the relationship between academic procrastination and subjective well-being. Participants comprised 512 college students from Hangzhou, Xiamen, and Huizhou in China. Results show that academic procrastination had a negative impact on subjective well-being, and that mindfulness was a mediator in this relationship. In addition, self-efficacy played a moderating role in the academic procrastination–mindfulness relationship, and, to a certain extent, regulated the relationship between academic procrastination and subjective well-being. Thus, the stronger the self-efficacy of college students, the weaker was the negative predictive effect of academic procrastination on mindfulness. The significance of mindfulness and self-efficacy regarding subjective well-being among procrastinators is discussed.

scholarly journals Hubungan Self Efficacy Akademik dengan Prokrastinasi Akademik pada Mahasiswa yang Sedang Menyelesaikan Skripsi

2016 ◽  
Vol 3 (2) ◽  
pp. 191-200
Author(s):  
Annisa Rosni Zusya ◽  
Sari Zakiah Akmal
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Academic Procrastination ◽  
The Right ◽  
The Relationship ◽  
Academic Self Efficacy

Having graduated not at the right time is a common phenomena among college students and  procrastinantion which is delaying the final assignment become the reason. One of factors that affect  procrastination is self-efficacy. Self-efficacy that is predicting academic achievement is academic self-efficacy. This research uses quantitative methods to examine the relationship between academic self-efficacy and academic procrastination among 210 students who are completing the last assignment. Instrument used are academic procrastination scale and academic self-efficacy scale. Result shows that there is no significant correlation between academic self-efficacy and academic procrastination among students who were completing the last assignment (r = -0.059, p = 0.398). Besides, academic procrastination had significant differences by age, gender, year of admission, residence, and activities. In the same time, the academic self-efficacy had differences by age, year in, obstacles and activities. 

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