Self Efficacy, Perceive Teacher Support dan Academic Boredom Pada Siswa Di Sekolah Dasar Full Day School
DOI:
https://doi.org/10.62504/jimr522Keywords:
Self Efficacy , Perceived Teacher Support, Academic BoredomAbstract
Penelitian ini bertujuan untuk mengetahui hubungan self efficacy dan perceive theacher support dengan academic boredom pada siswa sekolah dasar full day school. Subyek penelitian adalah siswa sekolah dasar kelas XI di tiga sekolah full day dengan total sampel sebanyak 131 dengan tehnik purposive sampling. Data dikumpulkan melalui skala yang disusun sendiri berdasarkan teori self efficacy yang dikemukakan Bandura (1997), skala perceive theacher support yang dikemukakan Metheny, dkk (2008) dan academic boredom yang dikemukana oleh Sharp, dkk (2020). Analisis data menggunakan teknik regresi ganda dan korelasi , dapat disimpulkan bahwa hipotesis dalam penelitian ini terbukti,artinya ada hubungan yang negative dan sangat signifikan antara self efficacy dan perceive theacher support dengan academic boredom pada siswa di sekolah dasar full day scholl. sumbangan terbesar terhadap variabel dependen academic boredom adalah self efficacy yaitu 30,08% dan perceive theacher support 9,62%, sedangkan secara keseluruhan sumbangan efektif total terhadap variabel academic boredom adalah 39,7%.
Downloads
References
boredom in under- and over-challenging situations. Contemporary EducationalPsychology,35(1),17–27. https://doi.org/10.1016/j.cedpsych.2009.08.002
Alwisol, (2016). Psikologi Kepribadian : Edisi Revisi. Malang UMM Press.
An, F., Yu, J., & Xi, L. (2022). Relations Between Perceived Teacher Support And Academic Achievement: Positive Emotions And Learning Engagement As Mediators. Current Psychology. Https://Doi.Org/10.1007/S12144-022-03668-W
Azwar, S. (2016). Metode Penelitian. Pustaka Pelajar.
Babad, E. (1990). Measuring And Changing Teachers’ Differential Behavior As Perceived By Students And Teachers. Journal Of Educational Psychology, 82(4), 683–690 Https://Doi.Org/10.1037/0022-0663.82.4.683.
Bandura, A. (1977). Self-Efficacy: Toward A Unifying Theory Of Behavioral Change. Psychological Review, 84, 191–215.
Bandura, A. (1982). Self-Efficacy Mechanism In Human Agency. American Psychologist, 37(2), 122–147. Https://Doi.Org/10.1037/0003-066X.37.2.122
Bandura, A. (1997). Self-Efficacy: The Exercise Of Control (Pp. Ix, 604). W H Freeman/Times Books/ Henry Holt & Co.
Chen, Y., & Guo, S. (2016). Effect Of Perception Of Teachers’ Supporting Behavior On Academic Achievement In Middle School Youths: A Mediated Moderation Effect. Chinese Journal Of Clinical Psychology, 24(2), 332–337. Https://Doi.Org/10.16128/J.Cnki.1005-3611.2016.02.033
Belmont, M., Skinner, E., Wellborn, J., dan Connell, J. (1992). Teacher as social context (TASC). Two measures of teacher provision of involvement, structure, & autonomy support. Technical Report. NY: University of Rochester.
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom In Online Classes In The Iranian EFL Context: Sources And Solutions. System, 101. Scopus. Https://Doi.Org/10.1016/J.System.2021.10255
Education Studies, 7(1), 21–36.Https://Doi.Org/10.5539/Ies V7n1p21.
Ekatushabe, M., Kwarikunda, D., Muwonge, C. M., Ssenyonga, J., & Schiefele, U. (2021). Relations Between Perceived Teacher’s Autonomy Support, Cognitive Appraisals And Boredom In Physics Learning Among Lower Secondary School Students. International Journal Of STEM Education, 8(1). Scopus. Https://Doi.Org/10.1186/S40594-021-00272-5m
Ekman, P. (1984). Ekspresi dan sifat emosi. Dalam KS Scherer & P. Ekman (Eds.),Pendekatan emosi (hlm. 319–343). Hillsdale, NJ: Erlbaum
Fahlman, S. A., Mercer-Lynn, K. B., Flora, D. B., & Eastwood, J. D. (2013). Development And Validation Of The Multidimensional State Boredom Scale. Assessment, 20(1), 68–85.
Federici, R. A., & Skaalvik, E. M. (2014). Students’ Perceptions Of Emotional And Instrumental Teacher Support: Relations With Motivational And Emotional Responses. International Https://Doi.Org/10.1177/1073191111421303
Finkielsztein, M. (2020). Class-Related Academic Boredom Among University Students: A Qualitative Research On Boredom Coping Strategies. Journal Of Further And Higher Education, 44(8), 1098–1113. Scopus. Https://Doi.Org/10.1080/0309877X.2019.1658729
Fisher, C. D. 1993. “Boredom At Work: A Neglected Concept.” Human Relations 46 (3): 395–418. Doi:10.1177/ 001872679304600305. Https://Doi.Org/10.1016/B978-012372545-5/50003-4
Haris, MB (2000). Korelasi dan karakteristik kecenderungan kebosanan dan kebosanan.Jurnal Sosial Terapan Psikologi, 30, 576–598
Liu, Y., & Lu, Z. (2014). The Relationship Between Academic Self-Efficacy And Academic-Related Boredom: MAOA Gene As A Moderator. Youth & Society, 49. Https://Doi.Org/10.1177/0044118X14535219
Metheny, J., McWhirter, E. H., & O’Neil, M. E. (2008). Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development. Journal of Career Assessment, 16(2), 218–237. https://doi.org/10.1177/1069072707313198
Pekrun, R. (2006). The Control-Value Theory Of Achievement Emotions: Assumptions, Corollaries, And Implications For Educational Research And Practice. Educational.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). Chapter 2 - The Control Value Theory Of Achievement Emotions: An Integrative Approach To Emotions In Education. In P. A. Schutz & R. Pekrun (Eds.), Emotion In Education 13–36. Academic Press. Https://Doi.Org/10.1037/A0019243
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom In Achievement Settings: Exploring Control–Value Antecedents And Performance Outcomes Of A Neglected Emotion. Journal Of Educational Psychology, 102(3), 531–549.Psychology Review, 18(4), 315–341. Https://Doi.Org/10.1007/S10648-006-90299
Ryan, A. M., & Patrick, H. (2001). The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School. American Educational Research Journal, 38(2), 437–460. https://doi.org/10.3102/00028312038002437
Santrock, J. W (2012). Life Span Defelopment Jilid 2. Alih Bahasa Achmad Chusairi& Juda Damanik. Jakarta; Erlangga.
Sarafino. (2011). Sarafino dan Smith, (Vol. 1999, Issue December).
Sugiyono. 2017. Metode Penelitian Kuantitatif Kualitatif Dan R&D. Bandung: Alfabeta.
Sharp, J. G., B. Hemmings, R. Kay, B. Murphy, and S. Elliott. 2017. “Academic Boredom among Students in Higher Education: A Mixed-methods Exploration of Characteristics, Contributors and Consequences.” Journal of Further and Higher Education 41 (5): 657–677. doi:10.1080/0309877X.2016.1159292 .
Sharp, J. G., B. Hemmings, R. Kay, and C. Atkin. 2018. “Academic Boredom, the Approaches to Learning and Final-year Degree Outcomes of Undergraduate Students.” Journal of Further and Higher Education 42 (8): 1055–1077. doi:10.1080/0309877X.2017.1349883.
Sharp, J. G., B. Hemmings, R. Kay, and J. C. Sharp. 2019. “Academic Boredom and the Perceived Course Experiences of Final Year Education Studies Students at University.” Journal of Further and Higher Education 43 (5): 601–627. doi:10.1080/0309877X.20171386287.
Sharp, J. G., J. C. Tajam, and E. Young. 2020. “Academic Boredom, Engagement and the Achievement of Undergraduate Students at University: A Review and Synthesis of Relevant Literature.” Research Papers in Education 35 (2): 144–184. doi:10.1080/02671522.2018.1536891.
Simsek, H., Kula, S. S., Özçakir, B., & Ceylan Çeliker, T. (2020). The Relation Between Academic Boredom Of Students With Mathematics Self-Efficacy And Mathematics Anxiety. Acta Didactica Napocensia, 13(2), 30–42.
Sumantri. (2015). Strategi Pembelajaran. Jakarta: Kharisma Putra Utama.
Tze, V. M. C., Daniels, L. M., Klassen, R. M., & Li, J. C. (2013). Canadian and Chinese university students’ approaches to coping with academic boredom. Learning and Individual Differences, 23, 32–43. https://doi.org/10.1016/j.lindif.2012.10.015
Weybright, E., Schulenberg, J., & Caldwell, L. (2020). More Bored Today Than Yesterday? National Trends In Adolescent Boredom From 2008 To 2017. Journal Of Adolescent Health, 66(3), 360–365.
Zhao, Y., & Yang, L. (2022). Examining The Relationship Between Perceived Teacher Support And Students’ Academic Engagement In
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Rezkiah Diandra, IGAA Noviekayati, Niken Titi Pratitis (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
