scholarly journals Kontribusi faktor-faktor non-kognitif pada prestasi belajar siswa sekolah menengah pertama

2019 ◽  
Vol 1 (2) ◽  
pp. 62
Author(s):  
Dany Moenindyah Handarini
Keyword(s):  
Academic Achievement ◽  
Goal Setting ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Academic Resilience ◽  
Regression Result ◽  
School Students ◽  
Academic Self Efficacy ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mengetahui kontribusi keterampilan menetapkan tujuan, regulasi diri akademik, resiliensi akademik, efikasi diri akademik, dan motivasi berprestasi pada prestasi belajar secara sendiri-sendiri, dan mengetahui seberapa besar kontribusi variabel-variabel tersebut secara bersama-sama pada prestasi belajar. Desain penelitian yang digunakan adalah kausal komparatif. Sampel ditarik dari 27 SMP Negeri di Kota Malang dengan teknik multistage random sampling, dan diperoleh jumlah sampel sekolah sebesar 4 sekolah dan sampel siswa sebanyak 340. Data penelitian dikumpulkan dengan menggunakan skala pengukuran keterampilan menetapkan tujuan, skala pengukuran regulasi diri akademik, skala pengukuran resiliensi akademik, skala pengukuran efikasi diri akademik, dan skala pengukuran motivasi berprestasi; sedangkan data prestasi akademik diperoleh melalui dokumen nilai Ulangan Tengah Semester sebelum memperoleh tindakan pengajaran remidi mata-mata pelajaran Matematika, Bahasa Indonesia, Bahasa Inggris, Ilmu Pengetahuan Alam, dan Ilmu Pengetahuan Sosial. Data-data tersebut kemudian dianalisis dengan menggunakan analisis statistik regresi berganda. Hasil penelitian menunjukkan bahwa hanya efikasi diri akademik yang memberi kontribusi pada prestasi akademik; sedangkan keterampilan menetapkan tujuan, regulasi diri akademik, resiliensi akademik, motivasi berprestasi tidak memberi kontribusi pada prestasi akademik. Variabel-variabel bebas dalam penelitian ini secara bersama-sama memberi kontribusi hanya sebesar 2,8%.  The contribution of cognitive factors on the learning achievements of elementary school students AbstractThis study was intended to invent effective contribution of goal setting skill, academic self-regulation, academic resilience, academic self-efficacy, and achievement motivation to academic achievement. Causal comparative design was applied to find the aim of the study. Sample was taken from 4 schools, out of 27 state secondary schools at Kota Malang, using multistage random technique. The instruments used to collect data were: goal setting skill scale, academic self-regulation scale, academic resilience scale, academic self-efficacy scale, and achievement motivation scale, and student achievement score. Data of academic achievement was taken by calculating mean of mathematics, Bahasa Indonesia, English, Social Science, Science score of mid-semester test. Data was analyzed by multiple regression. Result of this study showed only academic self-efficacy contribute to academic achievement, whereas other variables does not. The fourth independent variables, all together, contribute only 2.8%.

scholarly journals Strategies for learning and academic achievement of secondary school students

2015 ◽  
Vol 24 (1) ◽  
pp. 91-97
Author(s):  
Oli Ahmed ◽  
Mahfuza Khanam
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Low Achievers ◽  
High Achievers ◽  
Learning Beliefs ◽  
School Students ◽  
Humanities Students ◽  
Academic Self Efficacy

Relationship between learning strategies and academic achievement was studied. In addition, it explored whether there were any differences between high and low achievers, males and females, and science and humanities’ students in using learning strategies. Findings revealed that academic achievement was significantly correlated with academic self‐efficacy, organization, and metacognitive self‐regulation. High achievers differed from low achievers in using organization, and meta‐cognitive self‐regulation. In control of learning beliefs and rehearsal, significant gender differences exited. Science group students significantly differed from humanities students in academic self‐efficacy, elaboration, and critical thinking. Dhaka Univ. J. Biol. Sci. 24(1): 91-97, 2015 (January)

scholarly journals L2 Anxiety, Self-Regulatory Strategies, Self-Efficacy, Intended Effort and Academic Achievement: A Structural Equation Modeling Approach

2019 ◽  
Vol 12 (3) ◽  
pp. 24 ◽  
Author(s):  
Huei-Ju Shih
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation Modeling ◽  
Foreign Language ◽  
Goal Setting ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Regulatory Strategies

Factors that contribute to learning achievement have always been a primary research concern in the field of education. In the field of second/foreign language (L2) learning, researchers have been trying to explore many important factors that are linked to successful learning and how these factors may predict the success of language learning. With respect to the factors contributing to language proficiency, many researchers endeavor themselves to the exploration of assisting the learners. The present study aims to explore whether or not the following factors would influence learners’ academic achievement: the process of goal-setting, the L2 anxiety, the effort the learners put into, self-efficacy together with self-regulatory strategies. A total number of 356 senior high school students who were learning English as a Foreign Language participated in the study. A new questionnaire was developed to measure and collect the participants’ responses in respect to the above-mentioned learning factors. In order to investigate the relationships among these factors and the learners’ academic performance, the structural equation modeling (SEM) was used to identify the best fit model. It was found that self-efficacy, L2 anxiety, together with goal-setting processes, are prerequisites for the application of effective self-regulatory strategies, which in turn play an important role in affecting the intended efforts the learners make, and consequently influence the learners’ achievement. According to the findings, we suggest the teacher elevate the students’ self-efficacy, lower the L2 anxiety, help set their learning goals, cultivate their capability of employing strategies and increase their intended effort.

scholarly journals Psychological Strengths Contributing to Rural Student’s Academic Performance in Kadazandusun

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Getrude C. Ah Gang Grace
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Well Being ◽  
Rural Students ◽  
Psychological Well Being ◽  
Academic Self Efficacy ◽  
Psychological Strengths

Achieving academic success is a shared dream among students. To achieve academic success, psychological strengths, such as psychological well-being, academic self-efficacy, and motivation, are predictors of students’ academic achievement. To examine these factors, a study was conducted on rural students from the Kadazandusun community residing in the interior Sabah division. It is predicted that each of these psychological factors may contribute to the academic achievement of these rural students. There were 668 Kadazandusun rural students from 17 rural schools in Sabah who participated in this study. A set of questionnaires comprising four parts was used to measure all the variables based on the following sequence: Section A measured demographic variables, Section B measured psychological well-being, Section C measured achievement motivation, and Section D measured academic self-efficacy. The simple regression analysis showed that each psychological factor moderately affected academic achievement. Psychological well-being, achievement motivation, and academic self-efficacy contributed 4.4%, 2.2%, and 5.1% of the variance in students’ academic achievement, respectively. This study’s results may give the Ministry of Education, schools, and parents a glimpse of hope that despite educational limitations, such as lack of infrastructure and geographical location, students’ psychological strengths can enhance rural students’ academic performance. Therefore, the educational authorities can provide more programmes regarding works that increase psychological well-being, motivation, and academic efficacy, which may contribute to the academic success of rural students.

scholarly journals Influence of Parenting Styles and self-efficacy on Academic Achievement of Secondary School Students: A case of Punjab Province Pakistan

2021 ◽  
Vol 7 (2) ◽  
pp. 215-229
Author(s):  
Muhammad Rizwan ◽  
Xuehong Qi ◽  
Muhammad Ali Talha
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Positive Impact ◽  
School Level ◽  
School Students ◽  
Study Results ◽  
And Control ◽  
Academic Self Efficacy

The study was conducted to investigate influence of parenting styles on the academic achievement of secondary school enrolment from the perspective of Pakistan's culture. A cross-sectional research design was used to complete this research. A survey was used as a method of data collection accompanied by questionnaires. A multi-stage sampling technique was used to approach the participants. The sample was comprised of 720 students at the secondary level. The outcomes of the study exposed that there is a positive link between parenting styles (responsiveness and control), academic self-efficacy, and academic achievement. The study results indicate a positive impact of parenting style (responsiveness) on the students' academic achievement at the secondary school level. Students reported differences in parenting styles (providing responsiveness and control), academic self-efficacy, and academic achievement. The study found significant differences between various groups of students' mothers' education. Results of the study revealed that responsiveness and control of parenting styles are not substantially different in various regions of the world.

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