Sense of Community dan Self-Regulated Learning sebagai Prediktor pada Prokrastinasi Akademik Mahasiswa
Academic procrastination in students is a determining factor for the success of students in completing their studies. Engagement with the community and the ability of students to organize themselves in learning also play a role in academic procrastination. This study aims to determine the relationship of Sense of Community (SoC) and Self -Regulated Learning (SRL) with Academic Procrastination. The population of this study was all UMSIDA students in the odd semester of 2018-2019 academic year with the total number of 9824 students and the total sample based on Isaac and Michael's table with an 5% error rate were 385 students with a proportioned random sampling technique. Research data collection used three psychological scales, namely the scale of academic procrastination, the scale of the sense of community, and the scale of self-regulated learning. Analysis of research data used was product moment correlation and multiple regression analysis. The results of the analysis show that the Sense of Community and Self-Regulated Learning have a negative relationship with academic procrastination. If students perceive themselves to have a Sense of Community and high Self-Regulated Learning, they will tend to reduce their academic procrastination. However, the Self-Regulated Learning prediction on academic procrastination is higher than the Sense of Community on academic procrastination.
Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195–211.
Dalton, J. H., Elias, M. J., & Wandersman, A. (2007). Community Psychology : Lingking Individuals and Communities. California: Thomson Wadsworth.
de Palo, V., Monacis, L., Miceli, S., Sinatra, M., & Di Nuovo, S. (2017). Decisional procrastination in academic settings: The role of metacognitions and learning strategies. Frontiers in Psychology, 8(June), 1–8. https://doi.org/10.3389/fpsyg.2017.00973
Garcia, D., Jimmefors, A., Mousavi, F., Adrianson, L., Rosenberg, P., & Archer, T. (2015). Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement. PeerJ, 3, e847. https://doi.org/10.7717/peerj.847
Ghufron, M. N., & Risnawita, R. (2016). Teori-teori Psikologi. Yogyakarta: Ar-Ruzz.
Goroshit, M. (2018). Academic procrastination and academic performance: An initial basis for intervention. Journal of Prevention and Intervention in the Community, 46(2), 131–142. https://doi.org/10.1080/10852352.2016.1198157
Howell, A. J., & Watson, D. C. (2007). Procrastination : Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167–178. https://doi.org/10.1016/j.paid.2006.11.017
Kim, E., & Seo, E. H. (2013). The relationship of flow and self-regulated learning to active procrastination. Social Behavior And Personality, 41(7), 1099–1114. https://doi.org/http://dx.doi.org/10.2224/sbp.2013.41.7.1099
Maryam, E. W. (2017). Gambaran Sense Of Community Pada Karyawan Bagian Administrasi Di Universitas Muhammadiyah Sidoarjo, 2(January), 52–64.
Motie, H., Heidari, M., & Alsadat, M. (2012). Predicting academic procrastination during self-regulated learning in iranian first grade high school students. Procedia - Social and Behavioral Sciences, 69(Iceepsy 2012), 2299–2308. https://doi.org/10.1016/j.sbspro.2013.02.023
Mulyadi, S., Basuki, A. M. H., & Rahardjo, W. (2016). Psikologi Pendidikan: dengan Pendekatan Teori-teori Baru Dalam Psikologi. Jakarta: Rajawali Pers.
Mulyadi, S., Basuki, H., & Rahardjo, W. (2017). Psikologi Pendidikan: Dengan Pendekatan Teori-teori Baru dalam Psikologi (1st ed). Depok: Rajawali Pers.
Onwuegbuzie, A. (2004). Academic procrastination and statistics anxiety. Assessment and Evaluation in Higher Education, 29(1), 3–19.
Ormrod, J. E. (2008). Psikologi Pendidikan : Membantu Siswa Tumbuh dan Berkembang. Jakarta: Erlangga.
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
Prati, G., Cicognani, E., & Albanesi, C. (2018). The influence of school sense of community on students’ well‐being: A multilevel analysis. Community Psychology, 46(7), 917–924.
Pratiwi, D. C. (2017). Prokrastinasi Akademik Pada Mahasiswa Universitas Muhammadiyah Sidoarjo. Universitas Muhammadiyah Sidoarjo.
Purwantika, W., Setyawan, I., & Ariati, J. (2013). Hubungan Antara Sense of Community Dengan Prokrastinasi Akademik Pada Mahasiswa Fakultas Psikologi Universitas Diponegoro Semarang. Empati.
Rakes, G. C., & Dunn, K. E. (n.d.). The Impact of Online Graduate Students ’ Motivation and Self- Regulation on Academic Procrastination, (1998), 78–93.
Rosário, P., Costa, M., Núñez, J. C., González-pienda, J., Solano, P., & Valle, A. (2009). Academic procrastination : Associations with personal , school , and family variables. The Spanish Journal of Psychology, 12(1), 118–127.
Rovai, A. P. (2002). Building Sense of Community at a Distance School of Education. Psychological Science, 6, 45–48.
San, Y. L., Roslan, S. B., & Sabouripour, F. (2016). Relationship between self-regulated learning and academic procrastination. American Journal of Applied Sciences, 13(4), 459–466. https://doi.org/10.3844/ajassp.2016.459.466
Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior And Personality, 41(5), 777–786. https://doi.org/http://dx.doi.org/10.2224/sbp.2013.41.5.777 A
Shin, E. J., & Goh, J. K. (2011). The relations between active-passive procrastination behavior and self-regulated learning strategies. Korean Journal of Educational Science, 42, 25–47.
Steel, P. (2007). The Nature of Procrastination : A Meta Analytic and Theoretical Review of Quintessential Self-Regulatory Failure. Psychological Bulletin of American Psychological Association, 133, 65–94.
Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of educational psychology, 95(1), 179., 95(1), 179.
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct Validation of a Strategy Model of Student Self-Regulated Learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/10.1037/0022-06184.108.40.2064
Copyright (c) 2019 Journal An-Nafs: Kajian Penelitian Psikologi
This work is licensed under a Creative Commons Attribution 4.0 International License.