Academic Buoyancy Pengaruh Self determination dan Coping behavior terhadap Academic buoyancy siswa SMAN 1 PAGAK bagaimana variabel self determination dan coping behvaior mempengaruhi variavel academic buoyancy secara signifikan pada siswa SMAN 1 PAGAK

Main Article Content

Satria Yudha Pratama Yudha

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana self-determination dan coping behavior berdampak pada ketidakpastian akademik siswa SMAN 1 PAGAK. Metode penelitian kuantitatif digunakan untuk 179 siswa yang menjawab, yang melibatkan analisis data kuantitatif statistika dan pengumpulan data menggunakan skala likert. Hasil penelitian menunjukkan bahwa variabel self-determination memiliki pengaruh terhadap academic buoyancy, dengan nilai signifikasi variabel 0,001 < 0,05. Dengan demikian, koefisien regresi diperoleh 0,180, atau 18%. Dalam kasus coping behavior, nilai signifikasinya 0,346 lebih besar dari 0,05, yang menunjukkan bahwa pengaruh coping behavior tidak terhadap academic buoyancy siswa. Hasil signifikan secara bersamaan menunjukkan bahwa 0,001 kurang dari 0,05 dan nilai f 8,090 lebih besar dari f tabel 3,16, yang menunjukkan bahwa variabel penentuan diri sendiri dan perilaku bertahan hidup berdampak pada academic buoyancy siswa. Pada nilai R Square, sumbangan X1 dan X2 adalah 0,181, atau 18,1% dari gangguan akademik siswa. Ini menunjukkan bahwa self-determination dan coping behavior berkontribusi terhadap academic buoyancy siswa.

Article Details

How to Cite
Yudha, S. Y. P. (2025). Academic Buoyancy Pengaruh Self determination dan Coping behavior terhadap Academic buoyancy siswa SMAN 1 PAGAK: bagaimana variabel self determination dan coping behvaior mempengaruhi variavel academic buoyancy secara signifikan pada siswa SMAN 1 PAGAK. JURNAL PSIKOLOGI MANDALA, 9(1), 49–54. https://doi.org/10.36002/jpm.v9i1.3066
Section
Articles

References

Amiot, C. E., Gaudreau, P., & Blanchard, C. M. (2004). Self-determination, coping, and goal attainment in sport. Journal of Sport and Exercise Psychology, 26(3), 396–411. https://doi.org/10.1123/jsep.26.3.396

Aydın, G., & Michou, A. (2020a). Self-determined motivation and academic buoyancy as predictors of achievement in normative settings. British Journal of Educational Psychology, 90(4), 964–980. https://doi.org/10.1111/bjep.12338

Aydın, G., & Michou, A. (2020b). Self-determined motivation and academic buoyancy as predictors of achievement in normative settings. British Journal of Educational Psychology, 90(4), 964–980. https://doi.org/10.1111/bjep.12338

Brigitha, V., & Rohinsa, M. (2023). Peran Academic Buoyancy terhadap Engagement dalam Aktivitas Belajar Jarak Jauh di Perguruan Tinggi. Humanitas, 7(1), 1–10.

Chen, H., Xu, J., Mao, Y., Sun, L., Sun, Y., & Zhou, Y. (2019). Positive coping and resilience as mediators between negative symptoms and disability among patients with schizophrenia. Frontiers in Psychiatry, 10. https://doi.org/10.3389/fpsyt.2019.00641

Colmar, S., Liem, G. A. D., Connor, J., & Martin, A. J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students. Educational Psychology, 39(8), 1068–1089.https://doi.org/10.1080/01443410.2019.1617409

Collie, R. J., Shapka, J. D., & Perry, N. E. (2016). Trajectories of social-emotional and academic resilience throughout school transition: Associations with learning outcomes. Canadian Journal of School Psychology, 31(2), 127-142.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

detiknews. (2023, December 18). artikel detikedu, “Gangguan Kesehatan Mental Gen Z Meningkat 200%, Pakar Ungkap 2 Penyebabnya†selengkapnya https://www.detik.com/edu/detikpedia/d-7096836/gangguan-kesehatan-mental-gen-z-meningkat-200-pakar-ungkap-2-penyebabnya. 1–3.

Diseth, Ã…., & Samdal, O. (2014). Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school. Social Psychology of Education, 17(2), 269-291.

Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55. 745–774.

Ghozali, Imam. (2018). Aplikasi Analisis Multivariate dengan Program IBM SPSS 25.Badan Penerbit Universitas Diponegoro: Semarang

Ghozali, Imam.( 2016). Aplikasi Analisis Multivariete Dengan Program IBM SPSS 23 (Edisi 8). Cetakan ke VIII. Semarang : Badan Penerbit Universitas Diponegoro

K.Altman, J., & Sherwood, H. (2003). earching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129(2), 216-269. 216–218.

Krisdayanti, E., & Hutasoit, J. I. (2019). PENGARUH COPING STRATEGIES TERHADAP KESEHATAN MENTAL DAN KUALITAS HIDUP PENDERITA HIV/AIDS POSITIF. In Jurnal Ilmu Keperawatan Jiwa (Vol. 2, Issue 3).

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.

Lewando Hundt, G., Chatty, D., Thabet, A. A., & Abuateya, H. (2004). Advocating multi-disciplinarity in studying complex emergencies: The limitations of a psychological

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83.

Martin, A. J. (2013). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 83(1), 86-107

Martin, A.J., & Burns, E.C. (2014). Academic buoyancy, resilience, and adaptability in students with ADHD. The ADHD Report, 22, 1-9.

Martin, A. J., Yu, K., Ginns, P., & Papworth, B. (2017). Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, 37(8), 930–946.

Moreno, J. A., Cervelló, E. M., & Martínez, A. (2007). Measuring self-determination motivation in a physical fitness setting: validation of the Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2) in a Spanish sample. In The Journal of Sport Medicine and Physical Fitness (Vol. 47, Issue 3).

Mouratidis, A., & Michou, A. (2011a). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355–367. https://doi.org/10.1016/j.psychsport.2011.03.006

Mouratidis, A., & Michou, A. (2011b). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355–367. https://doi.org/10.1016/j.psychsport.2011.03.006

Ntoumanis, N., Edmunds, J., & Duda, J. L. (2009). Understanding the coping process from a self-determination theory perspective. British Journal of Health Psychology, 14(2), 249–260. https://doi.org/10.1348/135910708X349352

Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping, 25(3), 349–358. https://doi.org/10.1080/10615806.2011.582459

Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2020). 'Sink or swim': buoyancy and coping in the cognitive test anxiety-academic performance relationship. Educational Psychology, 40(1), 1-19.

Putwain, D. W., Gallard, D., & Beaumont, J. (2020). Does Academic Buoyancy Protect Achievement against Minor Academic Adversities.

Putwain, D. W., Wood, P., & Pekrun, R. (n.d.). EMOTIONS, ACHIEVEMENT, AND BUOYANCY 1 Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy. https://orcid.org/0000-0001-5196-4270PeterWoodhttps://orcid.org/0000-0002-2727-9342ReinhardPekrunhttps://orcid.org/0000-0003-4489-3827

Rozali, Y. A. (2013). Hubungan Self Regulation Dengan Self Determination (Studi Pada Mahasiswa Aktif Semester Genap. In Universitas X, Jakarta) Jurnal Psikologi (Vol. 12).

Rozali, Y. A. (2014). Hubungan Self Regulation Dengan Self Determination. Jurnal Psikologi, 12(2), 61–66.

Sideridis, G. D., & Stamovlasis, D. (2014). The relationship of academic buoyancy to motor impairment, classroom behavior, and achievement. Psychology in the Schools, 51(10), 1053-1067.

Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Academic self-confidence predicts academic achievement rather than the converse. Learning and Individual Differences, 22(6), 747-755

Sugiyono.(2017). Metode penelitian kuantitatif,kualitatif,dan R&D. Bandung: Alfabeta.

Sugiyono. (2022). Metode Penelitian Kuantitatif. Bandung: Alfabeta

Vansteenkiste, M. , R. R. M. , & D. E. L. (2008). Self-determination theory and the explanatory role of psychological needs in human well-being. In L. Bruni, F. Comim, & M. Pugno (Eds.), Capabilities and happiness (pp. 187-223). Oxford University Press. Capabilities and Happiness (Pp. 187-223). Oxford University Press., 187–223.