scholarly journals Hubungan antara Self Regulated Learning dan Self Compassion dengan Prokrastinasi Akademik pada Siswa

PSYCHE 165 ◽  
2019 ◽  
pp. 134-143
Author(s):  
Hidayatur Rahmi Rifa’i ◽  
Isna Asyri Syahrina
Keyword(s):  
Sampling Technique ◽  
Reliability Coefficient ◽  
Academic Procrastination ◽  
Validity And Reliability ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Self Compassion ◽  
Regulated Learning ◽  
Independent Variable ◽  
The Relationship

This study aims to determine the relationship betweenthe regulated learning and self compassion with academic procrastination in class XI students at Solok MAN 2. The independent variable in this study is self regulated learning and self compassion and the dependent variable is academic procrastination. The measuring instrument used in this study is the scale of self regulated learning, the scale of self compassion and the scale of academic procrastination. The population in this study were 89 students of MAN 2 Solok. The sampling technique in this study used a saturated sampling technique. The sample in this study were 89 students of class XI at MAN 2 Solok. Validity and reliability test in this study using alpha cronbach technique. The results of the validity coefficient on the scale of self regulated learning moves from rix= 0.303 with the reliability coefficient of α = 0.905 while on thescale self compassion moves from rix= 0.494 with the reliability coefficient of α = 0.970 and on the moving academicprocrastination scale from rix= 0.324 with a reliability coefficient of α = 0.939. Based on the data analysis, the correlation between self-regulated learning and academic procrastination was obtained at -0,679 with a significance level of 0,000 and the correlation between self-compassion and academic procrastination was -0,524 with a significance level of 0,000 and the correlation between self regulated learning and selfcompassion together with Academic procrastination is 0.691 with a significance level of 0.000  which means the hypothesis is accepted. This shows that there is a significant relationship between self regulated learning and self compassion with academic procrastination in class XI students at MAN 2 Solok.

scholarly journals Hubungan Parental Meta-Emotion dengan Kemampuan Regulasi Emosi Anak Pra-Sekolah

PSYCHE 165 ◽  
2021 ◽  
pp. 207-213
Author(s):  
Joana Novena Putri ◽  
Fitriani Yustikasari Lubis
Keyword(s):  
Emotion Regulation ◽  
Significant Relationship ◽  
Sampling Technique ◽  
Two Dimensions ◽  
Reliability Coefficient ◽  
Emotion Coaching ◽  
Validity And Reliability ◽  
Significance Level ◽  
Independent Variable ◽  
The Relationship

This study aims to determine the relationship between parental meta-emotion and emotion regulation on pre-school kids. In IndonesiaThe two dimensions of parental meta-emotion are emotion coaching and emotion dismissing. The independent variable in this study is emotion coaching and the dependent variable are emotion coaching and emotion dismissing. The sampling technique in this study uses purposive sampling technique with 97 mothers in Bandung City. The measuring instrument used in this study is Emotion Regulation Checklist (ERC) and Maternal Emotion Style Questionnaire (MESQ). The validity and reliability test in this study uses the Cronbach Alpha technique. The result of the validity coefficient on ERC move from 0,339 to 0,953 with reliability coefficient of a = 0,951 for liability/negativity dimension and 0,948 for emotion regulation dimension. While on MESQ move from 0,317 to 0,697 with reliability coefficient of a = 0,649 for emotion regulation dimension and 0,747 for emotion dismissing dimension. Based on data analysis, a correlation value between emotion coaching and emotion regulation is 0,139 with a significance level of 0,173 and a correlation value between emotion dismissing and emotion regulation is -0,416 with a significance level of 0,000. This shows that there is not a significant relationship between emotion coaching and emotion regulation, and also there is a significant relationship between emotion dismissing and emotion regulation on pre-school kids.

scholarly journals Hubungan antara Dukungan Sosial dengan Optimisme pada Perantau Minang Survivor Kerusuhan Wamena

PSYCHE 165 ◽  
2020 ◽  
pp. 183-189
Author(s):  
Nurvita Sari ◽  
Rina Mariana
Keyword(s):  
Social Support ◽  
Sampling Technique ◽  
Reliability Coefficient ◽  
Measuring Instruments ◽  
Validity And Reliability ◽  
Significance Level ◽  
West Sumatra ◽  
Social Support Scale ◽  
Independent Variable ◽  
The Relationship

This study aims to determine the relationship between Social Support and Optimism in Minang Migrants survivors of the Wamena Riot. The independent variable in this study is social support and the dependent variable is optimism. Measuring instruments used in this research are social support scale and optimism scale. The sampling technique in this study uses saturated sampling technique. The sample in this study were 40 survivors of the Wamena riot who returned to their hometown with ACT (Fast Action Response) West Sumatra. The validity and reliability test in this study uses the Cronbach Alpha technique. The results of the validity coefficient on the scale of social support moves from rix = 0.358 to rix = 0.870 with a reliability coefficient of α = 0.930 while on the optimism scale moves from rix = 0.358 to rix = 0.870 with a reliability coefficient of α = 0.942. Based on data analysis, a correlation value of 0.563 was obtained with a significance level of 0.000, which means the hypothesis was accepted. This shows that there is a significant relationship between Social Support and Optimism on the Minang nomads survivors of the Wamena Riots

scholarly journals Hubungan Antara Komunikasi Interpersonal dengan Organizational Citizenship Behaviour pada Karyawan PT. Kemilau Permata Sawit

PSYCHE 165 ◽  
2020 ◽  
pp. 176-182
Author(s):  
Bella Moneta ◽  
Harry Theozard Fikri
Keyword(s):  
Interpersonal Communication ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Sampling Technique ◽  
Reliability Coefficient ◽  
Citizenship Behavior ◽  
Measuring Instruments ◽  
Validity And Reliability ◽  
Significance Level ◽  
The Relationship

This study aims to determine the relationship between interpersonal communication with organizational citizenship behavior (OCB) on the employees of PT. Palm Gem Sheen. The independent variable in this study is interpersonal communication and the dependent variable is organizational citizenship behavior. Measuring instruments used in this research are interpersonal communication scale and organizational citizenship behavior scale. The sampling technique in this study was 98 employees of PT. Palm Gem Sheen. The validity and reliability test in this study used the Cronbach alpha technique. The results of the validity coefficient on the scale of interpersonal communication move from rix = 0.307 to rix = 0.73 with a reliability coefficient of α = 0.930 while on the scale of organizational citizenship behavior move from rix = 0.337 to rix = 0.734 with a reliability coefficient α = 0.931. Based on data analysis, obtained a correlation value of 0.324 with a significance level of 0.01, which means accepted. This shows that there is a significant relationship between interpersonal communication with organizational citizenship behavior among employees of PT. Palm Gem Sheen. The effective contribution of interpersonal communication variables to organizational citizenship behaviour by 10%

scholarly journals Hubungan antara Konflik Peran dan Ambiguitas Peran dengan Kinerja Perawat Wanita

PSYCHE 165 ◽  
2019 ◽  
pp. 124-133
Author(s):  
Sepda Dwi Putri ◽  
Harri Kurniawan
Keyword(s):  
Role Conflict ◽  
Role Ambiguity ◽  
Sampling Technique ◽  
Reliability Coefficient ◽  
Validity And Reliability ◽  
Significance Level ◽  
And Performance ◽  
Female Nurses ◽  
The Relationship ◽  
Performance Scale

This study aims to determine the relationship between role conflict and role ambiguity with the performance of female nurses in Sungai Dareh Dharmasraya Hospital. The independent variables in this study are role conflict and role ambiguity and the dependent variable is performance. The measuring instrument used in this study is the scale of role conflict, role ambiguity scale, and scale of performance. The sampling technique in this study used atechnique saturated sampling. The sample in this study were 70 female nurses in Sungai Dareh Dharmasraya Hospital. Validity and reliability test in this study using technique Alpha Cronbach. The results of the validity coefficient on the movable role conflict scale from rix = 0.405 to rix = 0.817 with the reliability coefficient α = 0.945 while on the moving role ambiguity scale from rix = 0.349 to rix = 0.945 with the reliability coefficient α = 0.971 and at the moving performance scale from rix = 0.381 to rix = 0.774 with the reliability coefficient α = 0.943. Based on data analysis, the value of the correlation between role conflict and performance was -0.439 with a significance level of 0.000 and the correlation value between role ambiguity and performance was -0.310 with a significance level of 0.009 and the correlation value between role conflict and role ambiguity simultaneously with performance of 0.461 with significance level 0,000 which means the hypothesis is accepted. This shows that there is a significant relationship between role conflict and role ambiguity with the performance of female nurses in Sungai Dareh Dharmasraya Hospital. 

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 Hubungan antara Job Insecurity dengan Burnout pada Karyawan Outsourching Fifgroup Cabang Padang

PSYCHE 165 ◽  
2020 ◽  
pp. 140-146
Author(s):  
Asroni Rasip ◽  
Harri Kurniawan ◽  
Isna Asyri Syahrina
Keyword(s):  
Job Insecurity ◽  
Reliability Coefficient ◽  
Reliability Test ◽  
Validity And Reliability ◽  
Significance Level ◽  
Validity Coefficient ◽  
Sample Technique ◽  
Saturated Sample ◽  
Independent Variable ◽  
The Relationship

This study aims to determine the relationship between job insecurity with burnout on FIFGROUP Padang outsourching employees. The independent variable in this study is job insecurity and the dependent variable is burnout. The measuringinstrument used in this study uses a saturated sample technique. The sample in this study was 40 employees of FIFGROUPoutsourching Padang branch. The validity and reliability test in this study uses the Cronbach Alpha technique. The results ofthe validity coefficient on the job insecurity scale move from rix = 0.305 to rix = 0.706 with a reliability coefficient of α =0.884. While on the burnout scale move from rix = 0.373 to rix = 0.737 with a reliability coefficient of α = 0.915 Based ondata analysis, obtained correlation value of 0.406 with a significance level of 0.009 which means the hypothesis is accepted.This shows that there is a significant relationship between job insecurity with burnout on Padang branch FIFGROUPoutsourching employees.

scholarly journals Hubungan antara Job Characteristic dengan Perilaku Cyberloafing pada Karyawan Tenaga Kependidikan Biro Akademik dan Kemahasiswaan di Universitas Andalas

PSYCHE 165 ◽  
2021 ◽  
pp. 105-112
Author(s):  
Herio Rizki Dewinda ◽  
Syarifatul Hidni Rafli ◽  
Ria Okfrima
Keyword(s):  
Student Affairs ◽  
Sampling Technique ◽  
Job Characteristics ◽  
Reliability Coefficient ◽  
Validity And Reliability ◽  
Positive Direction ◽  
Significance Level ◽  
Job Characteristic ◽  
Educational Staff ◽  
The Relationship

This study aims to determine the relationship between Job Characteristics and Cyberloafing Behavior among Educational Staff at the Academic and Student Affairs Bureau at Andalas University. The independent variable in this study is Job Characteristic and the dependent variable is Cyberloafing. The measuring instrument used in this study was saturated sampling technique. The sample in this study were 45 employees of the Academic and Student Affairs Bureau at Andalas University. Validity and reliability tests in this study used the Aplha Cronbach technique. The results of the validity coefficient on the Job characteristic scale move from rix = 0.347 to rix = 0.657 with a reliability coefficient of α = 0.843. Meanwhile, on the cyberloafing scale, it moves from rix = 0.331 to rix = 0.670 with a reliability coefficient of α = 0.898. Based on data analysis, the correlation value is 0.434 with a positive direction, with a significance level of 0.003, which means that the hypothesis is accepted. This shows that there is a significant positive relationship between job characteristics and cyberlaofing.

scholarly journals Hubungan Antara Kepribadian Agreeableness Dengan Kinerja Karyawan Di Pt. Haleyora Power Singkarak Sumatera Barat

PSYCHE 165 ◽  
2020 ◽  
pp. 35-43
Author(s):  
Elvia Mun Nanda ◽  
Herio Rizki Dewinda ◽  
Isna Asyri Syahrina
Keyword(s):  
Employee Performance ◽  
Sampling Technique ◽  
Reliability Coefficient ◽  
Validity And Reliability ◽  
Significance Level ◽  
West Sumatra ◽  
Sample Technique ◽  
Saturated Sample ◽  
The Relationship ◽  
Performance Scale

The study aims to determine the relationship between personality Agreeableness and employee performance at PT. Haleyora Power Singkarak, West Sumatra. The independent variable in this study is personality Agreeableness and the dependent variable is Employee Performance. The measuring instrument used in this study is the personality Agreeableness scale and Employee Performance scale. The sampling technique in this study used a saturated sample technique. The sample in this research is 40 employee in PT. Haleyora Power Singkarak, West Sumatera. Validity and reliability test in this study using Alpha Cronbach technique. The results of the validity coefficient on the personality Agreeableness scale move from rix = 0.316 to 0.733, with a reliability coefficient of α = 0.873, while the Employee Performance Scale moves from rix = 0.362 to 0.770, with a reliability coefficient of α = 0.932. Based on data analysis, the value of the correlation between personality Agreeableness and the employee's performance is 0.556 with a significance level of 0,000. The results of the analysis of the effective contribution of the personality Agreeableness variable to employee performance were 31%.

scholarly journals Sinergitas Self-Regulated dan Kemandirian Belajar Terhadap Prestasi Belajar Bahasa Arab

Arabia ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 109
Author(s):  
Anifatus Saidah
Keyword(s):  
Regression Analysis ◽  
Teaching Style ◽  
Sampling Technique ◽  
Reliability Test ◽  
Validity And Reliability ◽  
Learning Achievement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship ◽  
Academic Year

<p>This study aims to reveal the synergy of the relationship between self-regulated learning and learning independence of Arabic learning achievement among students of Madrasah Aliyah Muʹallimat Muhammadiyah Yogyakarta 2015/2016 academic year.</p><p>This research is a regression analysis research with quantitative approach. The population in this study were students of Class X Multilingual MA Muʹallimat Muhammadiyah Yogyakarta 2015/2016 academic year. The sampling technique is a purposive sampling technique that is 120 students in multilingual classes which are divided into 3 classes, namely classes C, D and E who settled in the dormitory. This was done with a variety of considerations including the ability of researchers in terms of objectives, energy and time. The method of data collection is done by using observations, questionnaires / questionnaires, and documentation. To test the reliability of the instrument, it uses a validity and reliability test. Data analysis was performed using SPSS version 22.00.</p><p>The results of this study state that there is a significant synergy between self-regulated learning and learning independence of the Arabic learning achievement of MA Muʹallimat Muhammadiyah Yogyakarta students. Self-regulated learning (X1) contributed 28.2%, the contribution of learning independence (X2) was 18.5% and the contribution of both together was 11.9% while the remaining 88.1% was influenced by other variables outside Research such as motivation, discipline, learning environment, methods, teaching style of teachers, supporting facilities and learning facilities. Of all the factors that support the success of learning achievement also requires strategies and persistent efforts in learning.</p><p> </p>

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

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