PENGARUH PROKRASTINASI AKADEMIK TERHADAP HASIL BELAJAR DENGAN MODERASI LINGKUNGAN KELUARGA
This research is based on the level of academic procrastination behavior carried out by students at various levels of education, Burka and Yuen (2008) reveal that around 75% of students have procrastinated, 50% of them have consistently procrastinated and 95% of procrastinators want to reduce procra...
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| Format: | Book |
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2021-01-25.
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| Summary: | This research is based on the level of academic procrastination behavior carried out by students at various levels of education, Burka and Yuen (2008) reveal that around 75% of students have procrastinated, 50% of them have consistently procrastinated and 95% of procrastinators want to reduce procrastination behavior because have problems with their performance and feelings. The purpose of this study was to prove the influence of academic procrastination on learning outcomes moderated by the family environment. The research method uses literature studies by conducting a systematic review of various previous studies related to academic procrastination. The author analyzes relevant international articles, spanning the last 21 years. The scientific articles are sourced from several publishing journals such as Psychological Reports, Contemporary Educational Psychology, North American Journal Of Psychology, Journal Of Social Psychology, American International Journal Of Contemporary Research, Social Behavior And Personality, Personality And Individual Differences, Educational Psychology, SAGE Journals, Psychology, European Journal of Personality and so on. The author gets 14 articles that are relevant based on the required criteria and can answer research problems. The main findings of the analyzed articles show that academic procrastination can have an effect on learning outcomes moderated by the family environment. The difference in influence between active and passive procrastination encourages students or educators to be able to distinguish which procrastination behavior is permissible and which cannot be done. The implication in this research is that academic procrastination behavior does not only have a negative impact but also has a positive impact depending on the goals and how to react to it, and the procrastination actions of students are also influenced by the role of the family environment. |
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| Item Description: | http://repository.upi.edu/60590/1/S_PEK_1607928_Title.pdf http://repository.upi.edu/60590/2/S_PEK_1607928_Chapter%201.pdf http://repository.upi.edu/60590/3/S_PEK_1607928_Chapter%202.pdf http://repository.upi.edu/60590/5/S_PEK_1607928_Chapter%203.pdf http://repository.upi.edu/60590/6/S_PEK_1607928_Chapter%204.pdf http://repository.upi.edu/60590/7/S_PEK_1607928_Chapter%205.pdf http://repository.upi.edu/60590/8/S_PEK_1607928_Appendix.pdf |