Hubungan Antara Regulasi Emosi Dengan Prokrastinasi Akademik Pada Siswa Sma
In everyday life, people have a variety of activities and tasks were varied. People sometimes feel a passion to do something, and sometimes the opposite of feeling lazy. Feeling lazy could encourage someone to delay its work, so the task becomes accumulate. Behavior postpone tasks or called procrast...
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2016.
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| Summary: | In everyday life, people have a variety of activities and tasks were varied. People sometimes feel a passion to do something, and sometimes the opposite of feeling lazy. Feeling lazy could encourage someone to delay its work, so the task becomes accumulate. Behavior postpone tasks or called procrastination is not a new phenomenon or behavior. Someone often delay the time, activity, occupation and even academic task completion. Delaying the completion of academic assignments to students commonly referred to academic procrastination. The purpose of this study was 1) to determine the relationship between emotion regulation with academic procrastination. 2) profit determine the level or conditions of emotion regulation. 3) to determine the level or conditions of procrastination. 4) the role of emotion regulation or effective contribution towards procrastination. Subek this study was 119 students of SMA Negeri 1 Teras, Boyolali, Central Java. Which consists of two classes and two classes IPA IPS. The data collection method used in this research is to use the cluster random sampling. The method of using a quantitative approach to measuring devices emotion regulation scale and academic procrastination. Data analysis techniques used in this study was the correlation of Pearson Product Moment by using SPSS 16 for Windows. Based on the analysis of data obtained with a correlation coefficient of -0.344 sig = 0,000; (P <0.001) means that there is a significant negative relationship between emotion regulation with academic procrastination in SMA Negeri 1 Teras, Boyolali, Central Java. Effective contribution or the role of emotion regulation on academic procrastination remaining 11.8% 88.2% influenced by other factors. Variable academic procrastination has the empirical mean (RE) amounted to 58.30 so you have categories is low, while the variable of emotion regulation is known to have a mean empirical (RE) amounted to 88.01 so that it has a relatively high category. |
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| Item Description: | https://eprints.ums.ac.id/46629/24/02.%20Naskah%20Publikasi.pdf https://eprints.ums.ac.id/46629/20/03.%20Halaman%20Depan.pdf https://eprints.ums.ac.id/46629/4/04.%20BAB%20I.pdf https://eprints.ums.ac.id/46629/5/05.%20BAB%20II.pdf https://eprints.ums.ac.id/46629/6/06.%20BAB%20III.pdf https://eprints.ums.ac.id/46629/8/07.%20BAB%20IV.pdf https://eprints.ums.ac.id/46629/7/08.%20BAB%20V.pdf https://eprints.ums.ac.id/46629/9/09.%20Daftar%20Pustaka.pdf https://eprints.ums.ac.id/46629/23/10.%20Lampiran.pdf https://eprints.ums.ac.id/46629/19/01.%20Surat%20Pernyataan%20Publikasi%20Karya%20Ilmiah.pdf |