Konflik dengan pasangan, tujuan berprestasi, dan hubungannya dengan self-regulated learning pada pelajar berusia remaja
Abstract
Teens begin to be attracted to the opposite sex, some even have romantic relationships with the opposite sex. In relation to other people, it is very possible to cause conflict. Differences experienced by two people (pairs) can cause interference in learning, especially if the person does not have a clear achievement goal in learning. This study aims to determine the relationship between the ability of adolescents in overcoming conflicts with partners, achieving goals, and independent learning. The subjects of this study were 388 high school students, 182 male students and 206 female students. The sampling used is cluster random sampling. The data was taken in the city of Malang and the Likert scale is a measuring tool used for the third variable. The results of this study indicate that 1) there is no relationship between romantic partner conflict and SRL (r=0.48, sig=0.344<0.05); 2) however, achievement goal is not a mediating for romantic partner conflict variable and SRL; 3) there is a positive relationship between romantic partner conflict and the achievement goal (r = 0.122, sig = 0.016).
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References
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Winarso, W. (2016). Menilai prestasi belajar melalui penguatan self-regulated learning dan kecerdasan emosional siswa pada pembelajaran matematika. 54–66.
Wolters, C. A. (2004). Advancing achievement goal theory : using goal structures and goal orientations to predict students ’ motivation , cognition , and achievement. 96(2), 236–250. https://doi.org/10.1037/0022-0663.96.2.236
Boekaerts, M., Pintrich, P., & Zeidner, M. (2000). Handbook of self-regulation.
Butarbutar, I. M. I. (2011). Hubungan antara efikasi diri dan regulasi diri dalam belajar dengan prestasi akademik mahasiswa. Analitika, III(2).
Cho, M., & Heron, M. L. (2015). Self-regulated learning : the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 7919 (December 2017), 1–20. https://doi.org/10.1080/01587919.2015.1019963
Cleary, T. J., & Kitsantas, A. (2017). Motivation and self-regulated learning influences on middle school mathematics achievement. 46(1), 88–107.
Cooper, C. R. (1988). Commentary: The role of conflict in adolescent-parent relationships. Minnesota Symposia on Child Psychology, 21. https://psycnet.apa.org/record/1988-97853-007
Duffy, M. C., & Azevedo, R. (2015). Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system. Computers in Human Behavior, 52, 338–348. https://doi.org/10.1016/j.chb.2015.05.041
Dunn, J. (n.d.). Children’s friendships: The beginnings of intimacy. https://psycnet.apa.org/record/2005-00934-000
Hall, M., Hanna, L. A., Hanna, A., & Hall, K. (2015). Associations between achievement goal orientations and academic performance among students at a UK pharmacy school. American Journal of Pharmaceutical Education, 79(5), 1–7. https://doi.org/10.5688/ajpe79564
Hardy, J. H., Day, E. A., & Steele, L. M. (2019). Interrelationships among self-regulated learning processes: Toward a dynamic process-based model of self-regulated learning. Journal of Management, 45(8), 3146–3177. https://doi.org/10.1177/0149206318780440
Jannah, M. (2017). Remaja dan tugas-tugas perkembangannya dalam islam. Psikoislamedia : Jurnal Psikologi, 1(1), 243–256. https://doi.org/10.22373/psikoislamedia.v1i1.1493
Julaibib. (2018). Adaptasi dan identifikasi properti psikometris the romantic partner conflict scale. 1–50.
Rubin K. H., Bukowski, W. M. & Laursen, B. (2009). Handbook of peer interactions, relationships, and groups, first edition. Guilford Press.
Latipah, E. (2010). Strategi self-regulated learning dan prestasi belajar. Jurnal Psikologi, 37(1), 110–129.
Lowery, Z. T. (2007). The relationship between conflict and communication, sex, relationship satisfaction, and other relational variables in dating relationships [Texas University].
Meiliati, R., & Darwis, M. (2018). Pengaruh motivasi belajar , self efficacy , dan self-regulated learning terhadap hasil belajar matematika. 2(1), 83–91.
Nelson, K. G., Shell, D. F., Husman, J., Fishman, E. J., & Soh, L. (2015). Motivational and self-regulated learning profiles of students taking a foundational engineering course. 104(1), 74–100. https://doi.org/10.1002/jee.20066
Noor, J. (2011). Metodologi penelitian. Kencana Prenadamedia Group.
Noviyanti, S., Simatupang, B., Islami, N., & Nasir, M. (2017). Correlation of learning motivation and self- regulated learning with physisc learning result of class xi SMA Negeri 4 Pekanbaru lesson year 2016 / 2017 learning dengan hasil belajar fisika siswa kelas xi. 2017(2), 1–13.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(APR), 1–28. https://doi.org/10.3389/fpsyg.2017.00422
Psikologi, M., Mulawarman, U., Prima, A., & Kadi, U. (2016). Hubungan kepercayaan diri dan self-regulated learning terhadap prokrastinasi akademik pada mahasiswa psikologi 2013. 4(4), 457–471.
Ramadhan, W. (2020). Implikasi konflik sosial masyarakat terhadap pelajar di sman 6 palu (kasus di Kelurahan Pengawu dan Kelurahan Duyu Kecamatan Tatanga Kota Palu. Repository Untad.
Santika, W. S., & Sawitri, D. R. (2016). Self-regulated learning dan prokrastinasi akademik pada siswa kelas xi SMA Negeri 2 Purwokerto. 5(1), 44–49.
Santrock, J. W. (2003). Adolescence: Perkembangan remaja. Erlangga: Jakarta.
Saputro, K. Z. (2018). Memahami ciri dan tugas perkembangan masa remaja. Aplikasia: Jurnal Aplikasi Ilmu-Ilmu Agama, 17(1), 25. https://doi.org/10.14421/aplikasia.v17i1.1362
Saraswati, P. (2017). Self-regulated learning dan kecerdasan emosi. 711(246), 26–40.
Saraswati, P. (2017). Self-regulated learning strategy, academic procrastionation and academic achievement. 9(3), 210–223.
Saraswati, P. (2018). Skala psikologis self-regulated learning (regulasi diri dalam belajar). Hak Cipta Kemenkumham.
Saraswati, P. (2019). Kemampuan self-regulated learning ditinjau dari achievement goal dan kepribadian pada remaja di Kota Malang. Indigenous: Jurnal Ilmiah Psikologi, 4(2), 69–78. https://doi.org/10.23917/indigenous.v4i2.7209
Saraswati, P., & Setiawan, F. N. (2017). Supporting and inhibiting aspects of the students’ learning concentration and academic achievement (Dr. Putu Dian Danayanti Degeng (ed.); pp. 71–77). UB Press. http://eprints.umm.ac.id/42086/23/Saraswati Setiawan - Motivation cademic achievement learning concentration.pdf
Singgih, Gunarsa, D. & Yulia, S. G. (2008). Psikologi perkembangan anak dan remaja. BPK Gunung Mulia.
Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan r&d. Alfabeta.
Winarso, W. (2016). Menilai prestasi belajar melalui penguatan self-regulated learning dan kecerdasan emosional siswa pada pembelajaran matematika. 54–66.
Wolters, C. A. (2004). Advancing achievement goal theory : using goal structures and goal orientations to predict students ’ motivation , cognition , and achievement. 96(2), 236–250. https://doi.org/10.1037/0022-0663.96.2.236
Published
2021-10-31
How to Cite
SARASWATI, Putri.
Konflik dengan pasangan, tujuan berprestasi, dan hubungannya dengan self-regulated learning pada pelajar berusia remaja.
Jurnal Psikologi Udayana, [S.l.], v. 8, n. 2, p. 41-47, oct. 2021.
ISSN 2654-4024.
Available at: <https://ojs.unud.ac.id/index.php/psikologi/article/view/52671>. Date accessed: 08 may 2024.
doi: https://doi.org/10.24843/JPU.2021.v08.i02.p06.
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