scholarly journals Regulasi Diri Sebagai Prediktor Stres Akademik Mahasiswa Bekerja Paruh Waktu

PSIKOVIDYA ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 94-101
Author(s):  
Dewi Indah Nurcahyani ◽  
Endang Prastuti
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Negative Relationship ◽  
Academic Stress ◽  
State University ◽  
Research Subjects ◽  
Part Time ◽  
Standard Sampling ◽  
Simple Regression Analysis ◽  
The Relationship

ABSTRAK:   Proses pengerjaan skripsi bukanlah suatu yang mudah dilalui mahasiswa dan banyak kendala yang dihadapi, apalagi untuk mahasiswa yang sedang mengerjakan skripsi yang bekerja paruh waktu. Tekanan-tekanan dan harapan yang berhubungan dengan penyelesaian skripsi merupakan salah satu sumber stres yang sering dialami oleh mahasiswa. Stres pada mahasiswa yang mengerjakan skripsi termasuk stres akademik. Stres akademik pada mahasiswa  yang bekerja paruh waktu dapat menganggu proses penyelesaian skripsi. Beberapa penelitian menyebutkan bahwa regulasi diri menjadi salah satu bentuk strategi coping stres untuk mencegah timbulnya stres akademik. Penelitian ini bertujuan untuk mengetahui hubungan antara regulasi diri dengan stres akademik pada mahasiswa skripsi Universitas Negeri Malang yang bekerja paruh waktu. Subjek dipilih menggunakan metode proporsional stratisfied sampling, dengan kriteria mahasiswa skipsi Universitas Negeri Malang yang bekerja paruh waktu. Subjek penelitian berjumlah 43 mahasiswa. Instrumen Regulasi Diri memiliki reliabilitas 0,888 dan Skala Stres Akademik adaptasi dari Lin dan Chen (2009) memiliki reliabilitas 0,826. Menggunakan analisis korelasi product moment pearson dan analisis regresi sederhana diperoleh hasil bahwa terdapat hubungan negatif antara regulasi diri dengan stres akademik pada mahasiswa skripsi Universitas Negeri Malang. Sumbangan pengaruh regulasi diri terhadap stres akademik sebesar 21,3% sisanya dipengaruhi oleh faktor lain.   Kata Kunci: regulasi diri; stres akademik   ABSTRACT: The thesis process is not an easy thing for a student to pass and many obstacles are encountered, especially for thesis students who work part time. Pressures and expectations related to the completion of the thesis is one source of stress that is often experienced by students. Stress on students working on their thesis, including academic stress. Academic stress on undergraduate students who work part-time can disrupt the process of completion of the thesis. Some studies suggest that self-regulation is a form of stress coping strategy to prevent academic stress. This study aims to determine the relationship between self-regulation and academic stress in undergraduate thesis students of Malang State University who work part time. Subjects were selected using the proportional standard sampling method, with the criteria for students of Malang State University who work part time. Research subjects were 43 students. The Self Regulatory Instrument has a reliability of 0.888 and the Academic Stress Adaptation Scale from Lin and Chen (2009) has a reliability of 0.826. Using Pearson product moment correlation analysis and simple regression analysis results show that there is a negative relationship between self-regulation and academic stress on undergraduate students at State University of Malang. The contribution of self-regulation to academic stress by the remaining 21.3% is influenced by other factors.   Keyword: self regulation; academic stress

scholarly journals Hubungan Antara Regulasi Diri dengan Prokrastinasi Akademik pada Mahasiswa Korps Sukarela Palang Merah Indonesia (KSR PMI) di Universitas Negeri Padang

PSYCHE 165 ◽  
2019 ◽  
pp. 155-164
Author(s):  
Lidia Nisva ◽  
Ria Okfrima
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
The Self ◽  
Red Cross ◽  
Academic Procrastination ◽  
State University ◽  
Research Subjects ◽  
A Value ◽  
The Relationship ◽  
Effective Contribution

This research was carried out to PMI KSR students in Padang State. This study aims to see whether there is a relationship between Self Regulation and Academic Procrastination at Students of the Voluntary Corps of the Indonesian Red Cross (KSR PMI) at Padang State University. The population in this study was the 2014 PMI KSR students who were still active in the organization. The research subjects used Purposif sampling technique. Sampling technique with certain considerations. Measuring instrument used is the self-regulation skla researchers collated based on the theory proposed in 2014 and Procrastination Purnawasari the researchers collated based on the theory proposed by Gufron 2010. Data analysis methods were used to test the hypothesis in this research is by using correlation product moment(person)which shows that r = -0,378 with a value of p = 0.016, meaning that there is a significant relationship between the relationship between self-regulation and the 2014 KSR PMI student procrastination at Padang State University. Means the research hypothesis is accepted. The effective contribution of the self-regulation variable with the 2014 PMR KSR student academic procrastination in Padang is 14%.

scholarly journals ACADEMIC STRESS AND ACADEMIC MOTIVATION AMONG UNDERGRADUATE STUDENTS OF KEBBI STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY, ALIERO KEBBI STATE, NIGERIA

2021 ◽  
pp. 67-76
Author(s):  
Shehu Haruna ◽  
Sagir Muhammad ◽  
Haruna Sani
Keyword(s):  
Undergraduate Students ◽  
Significant Relationship ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Science And Technology ◽  
Academic Stress ◽  
State University ◽  
Correlational Design ◽  
The Relationship ◽  
Goals And Objectives

The study assessed the relationship between academic stress and academic motivation among UG 2 students of Kebbi state university of science and technology, Aliero Kebbi state, Nigeria. The study employed correlational design and was guided by two (2) hypotheses. Findings revealed that significant relationship exist between Academic stress and intrinsic motivation among UG 2 students r = 0.706, significant relationship also exist between Academic stress and extrinsic motivation r = 0.632. The following recommendations were made: Seminars, workshops and conferences should be organized for all stakeholders in educational sector to know that academic stress is hazardous to the wellbeing of the students; therefore, university should review its policies, goals and objectives to meet the needs and aspirations of students in order to minimize their academic stress. Teachers, parents and counsellors should educate students on how to cope with academic stress and understand the adverse effect of academic stress.

scholarly journals Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Jesús de la Fuente ◽  
Jorge Amate ◽  
María Carmen González-Torres ◽  
Raquel Artuch ◽  
Juan Manuel García-Torrecillas ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Academic Stress

scholarly journals Relationships Self-Regulation Learning and Academic Stress First Year Students at Faculty of Nursing University of Jember

2021 ◽  
Vol 1 (1) ◽  
pp. 81-87
Author(s):  
Rista Dwi Pratiwi ◽  
Erti Ikhtiarini Dewi ◽  
Enggal Hadi Kurniyawan
Keyword(s):  
Self Regulation ◽  
Negative Relationship ◽  
Cross Sectional Study ◽  
Academic Stress ◽  
Bivariate Analysis ◽  
P Value ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Cronbach Alpha

The increase self-regulation learning has an important role related to academic stress management. First-year students are faced with various academic rules and demands that cause first year students to be stressed. This research analyze the correlation between self-regulation learning and academic stress of first-year students of the Faculty of Nursing, University of Jember. This research method is a cross-sectional study of 126 first-year students using cluster random sampling techniques. Bivariate analysis using Kendall tau b correlation (α <0.05 CI = 95%). The research instruments used were Self-Regulated Learning (Cronbach Alpha = 0.864) and Educational Stress Scale for Adolescents (Cronbach Alpha = 0.849). The result of Kendall tau b correlation test results show p-value 0.015 (α < 0.05) and t = - 0.150. This study found that self-regulation learning correlated to academic stress first-year students of the Faculty of Nursing, University of Jember. The correlation results showed a negative relationship direction with very weak strength, the higher self-regulation learning, the lower level of perceived academic stress. From the results and conclusions, researcher hopes that of first-year nursing faculty students can make more efforts to improve self-regulation learning process as an effort to deal with various problems during the lecture period. 

scholarly journals Self-regulation as a predictor of Fear of Missing Out in emerging adulthood

2020 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Dedy Surya ◽  
Dara Aulina
Keyword(s):  
Emerging Adulthood ◽  
Pearson Correlation ◽  
Self Regulation ◽  
Negative Relationship ◽  
Fear Of Missing Out ◽  
Correlational Research ◽  
Use Of Social Media ◽  
Age Range ◽  
The Relationship ◽  
Scale Data

The use of social media due to the development of technology has implications for the tendency to know the activity in their social circle. This tendency is called Fear of Missing Out (FoMO). This study aims to determine the relationship between self-regulation and FoMO in emerging adulthood. By using quantitative correlational research methods, this study involved 99 students of Department of Psychology, Malikussaleh University, Aceh, Indonesia with an emerging adulthood age range. The data in this study was collected using two scales, namely Self-Regulation Scale and FoMO Scale. Data analysis using Pearson Correlation. The results showed that there was no significant association between self-regulation variables and FoMO, indicated by the coefficient r = 0.544 and p = 0.000 < 0.05. This result means that there is a negative relationship between self-regulation and FoMO. Self-regulation contributed to FoMO in 4,00%. There were still 96% of other factors related to FoMO tendency. This research showed that self-regulation is too weak to predict FoMO in emerging adulthood

scholarly journals The Relationship between Self-Regulated Strategies and Burnout: A Teacher Analysis in the EFL Context of Iran

2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Mojgan Karamooz ◽  
Mehry Haddad Narafshan
Keyword(s):  
English Language ◽  
Self Regulation ◽  
Negative Relationship ◽  
Predictor Variable ◽  
Research Participant ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Related Stress ◽  
The Relationship

<p><em>The deleterious effects of teacher burnout (academic-related stress) on academic outcomes have been previously established. However, teacher burnout’s relationship with self</em><em>-</em><em>regulated strategies as well as underlying factors contributing to their potential relationship </em><em>is</em><em> less understood. Consequently,</em><em> the present study examined the link between Iranian EFL teachers’ self-regulation and burnout at Kerman English language institutes. For this aim, a total of 101 English language teachers teaching in fifteen language institutes in Kerman took part in this study. The research participant selection was according to the convenience sampling. They completed two questionnaires: Teachers’ Self-Regulation Questionnaire (TSRQ) designed by Yesim et al. (2009), based on the model proposed by Zimmerman’s self-regulation (2000), and Teachers’ Burnout Questionnaire (TBQ) extracted from Pines et al. (1981) Burnout Scale. This study was a quantitative correlation survey of issue in which the relationship between predictor variable (self-regulation) and criterion variable (burnout) was analyzed. The findings yielded via correlation analysis documented that there was a significant negative relationship between applying self-regulated strategies and burnout. Subsequent data analyses showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. </em><em>It means that EFL teachers who establish goals for their teaching and attempt to accomplish them will be rarely at the risk of burnout.</em><em> </em><em></em></p><em></em>

Relationship Between Adversity Quotient And Academic Stress In Muhammadiyah 9 Boarding School Smp Students

Academia Open ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Amelia Solikhah ◽  
Widyastuti
Keyword(s):  
Data Analysis ◽  
Negative Relationship ◽  
Boarding School ◽  
Academic Stress ◽  
Individual Response ◽  
Stress Scale ◽  
Analysis Technique ◽  
Significant Negative Relationship ◽  
The Relationship ◽  
Academic Demands

Academic stress is an individual response that arises because of their inability to complete or complete academic demands. This study aims to determine the relationship between adversity quotient and academic stress in students of SMP Muhammadiyah 9 Boarding School Tanggulangin. This research is a correlational quantitative study. The population in this study were all students of SMP Muhammadiyah 9 Boarding School Tanggulangin, with a sample of 114 subjects. Data collection techniques in this study used the adversity quotient scale (ɑ = 0.949) and the academic stress scale (ɑ = 0.945). The data analysis technique used Pearson's product-moment correlation with the help of SPSS 18.0. The results of the research data analysis showed that the correlation coefficient (rxy) was -0.247 with a significance of 0.004 <0.05, meaning that there was a significant negative relationship between adversity quotient and academic stress in students of SMP Muhammadiyah 9 Boarding School Tanggulangin. In this study, the influence of the adversity quotient variable with academic stress was 6.1%.

Exploring the Relationship between Recreational Sports Employment and Academic Success

2007 ◽  
Vol 31 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Matthew W. Hackett
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Student Employment ◽  
Recreational Sports ◽  
Grade Point ◽  
Credit Hours ◽  
Student Employees ◽  
Part Time ◽  
The Relationship

This study examined the relationship between part-time student employment in a recreational sports department and academic success as measured by grade point averages (GPA) and number of credit hours enrolled. Three hundred and thirty undergraduate recreational sports student employees were compared to a random sample of 350 undergraduate students who were not employed by the department of recreational sports. A positive connection was identified between employment with the recreational sports department and academic success. Freshmen and junior recreational sports employees had statistically significant higher GPAs than the freshmen and juniors in the general student population. However, working with the recreational sports department did not have an effect on the number of credit hours enrolled.

Adapting to Frequent Changes: The Roles of Job Crafting and Personal Needs

2021 ◽  
pp. 002188632110260
Author(s):  
Lu Chen ◽  
Kaixuan Tang
Keyword(s):  
Self Regulation ◽  
Negative Relationship ◽  
Job Crafting ◽  
Matched Sample ◽  
Approach And Avoidance ◽  
Transactional Theory ◽  
Approach Avoidance ◽  
The Relationship ◽  
Practical Implications ◽  
Human Connection

Drawing on the transactional theory of stress and self-regulation theory, we propose a conceptual framework to examine how change frequency relates to approach or avoidance adaptations. Multiwave, multisource data from a matched sample of 424 subordinates and their supervisors indicate that (a) approach and avoidance crafting mediates the negative relationship between change frequency and adaptivity, (b) the need for human connection weakens the relationship between change frequency and approach–avoidance crafting, (c) the need for control strengthens the relationship between change frequency and approach–avoidance crafting, and (d) change frequency has a weakened (strengthened) indirect effect on adaptivity via approach crafting and avoidance crafting when employees have a high need for human connection (control). This study expands the research on job crafting and adaptivity and provides practical implications for organizations undergoing or soon to undergo changes.

scholarly journals Self-Efficacy and Self-Regulation as the Predictors of Use of Oral Communication Strategies in EFL Contexts

2018 ◽  
Vol 7 (4) ◽  
pp. 14
Author(s):  
Hamideh Abbasi ◽  
Mania Nosratinia
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Communication Strategies ◽  
Self Regulation ◽  
Sampling Strategy ◽  
Oral Communication ◽  
Unique Contribution ◽  
Efl Learners ◽  
Age Range ◽  
The Relationship

The present study aspired to systematically investigate the relationship among EFL learners’ Self-Regulation (SR), Self-Efficacy (SE), and their Use of Oral Communication Strategies (UOCS). To this end, 367 male and female undergraduate students, within the age range of 20 to 30 (Mage = 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely the Oral Communication Strategies Inventory (Nakatani, 2006), the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), and the SE Questionnaire (Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, & Rogers, 1982). Both parametric and non-parametric formulas were conducted to inspect the significance of the relationships. The results revealed that there was a significant and positive correlation between SR and UOCS, SE and UOCS, and SE and SR. Furthermore, a regression analysis revealed that only SR makes a strong statistically significant unique contribution to predicting UOCS (β = 0.682, t = 15.3, p = 0.0005). SE did not turn out to be a significant predictor of UOCS scores. The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

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