Life Satisfaction Among College Students: The Role of Self-Monitoring Through Peer Education

Hazhira Qudsyi, A. Sholeh, Nyda Afsari
{"title":"Life Satisfaction Among College Students: The Role of Self-Monitoring Through Peer Education","authors":"Hazhira Qudsyi, A. Sholeh, Nyda Afsari","doi":"10.2991/assehr.k.200130.089","DOIUrl":null,"url":null,"abstract":"Purpose of this study is to identify the effectiveness of self-monitoring training through peer education to improve life satisfaction for college students through peer education. This study uses a quantitative approach with a quasi-experimental method. Participants in the study were 30 students of Universitas Islam Indonesia at Yogyakarta City, Indonesia, which consisted of 14 students in the experimental group and 16 students in the control group. This research instrument uses a self-report scale, namely Satisfaction with Life Scale (SLWS) to measure life satisfaction variable, and also uses focus group discussion to gain more responses. The analysis technique used was ANOVA mixed design analysis to test the difference between pre-test and post-test scores in experimental group and control group. In this study, self-monitoring carried out by individuals through peer education media is assumed to be one of the strategies to increase life satisfaction felt by students. Design of the selfmonitoring intervention program was provided in 8 sessions, which generally consisted of program orientation, psycho-education, reflection, and practice. Result of data analysis showed that self-monitoring training through peer education does not have a significant effect to improve life satisfaction. However, based on focus group discussion, some respondents said that respondents were able to understand themselves, know the right and wrong things, feel always watched, and be able to do self-introspection. Some participants conveyed in the focus group discussion process that the process of self-monitoring through peer education gave rise to the determination to be better after the program took place.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2991/assehr.k.200130.089","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2

Abstract

Purpose of this study is to identify the effectiveness of self-monitoring training through peer education to improve life satisfaction for college students through peer education. This study uses a quantitative approach with a quasi-experimental method. Participants in the study were 30 students of Universitas Islam Indonesia at Yogyakarta City, Indonesia, which consisted of 14 students in the experimental group and 16 students in the control group. This research instrument uses a self-report scale, namely Satisfaction with Life Scale (SLWS) to measure life satisfaction variable, and also uses focus group discussion to gain more responses. The analysis technique used was ANOVA mixed design analysis to test the difference between pre-test and post-test scores in experimental group and control group. In this study, self-monitoring carried out by individuals through peer education media is assumed to be one of the strategies to increase life satisfaction felt by students. Design of the selfmonitoring intervention program was provided in 8 sessions, which generally consisted of program orientation, psycho-education, reflection, and practice. Result of data analysis showed that self-monitoring training through peer education does not have a significant effect to improve life satisfaction. However, based on focus group discussion, some respondents said that respondents were able to understand themselves, know the right and wrong things, feel always watched, and be able to do self-introspection. Some participants conveyed in the focus group discussion process that the process of self-monitoring through peer education gave rise to the determination to be better after the program took place.
大学生生活满意度:同伴教育中自我监控的作用
摘要本研究旨在探讨同伴教育中自我监控训练对大学生生活满意度的影响。本研究采用准实验方法的定量方法。研究对象为印尼日惹市印尼伊斯兰大学的30名学生,其中实验组14名,对照组16名。本研究工具使用自我报告量表,即生活满意度量表(SLWS)来测量生活满意度变量,并使用焦点小组讨论来获得更多的回应。采用方差分析(ANOVA)混合设计分析,检验实验组和对照组测前和测后得分的差异。本研究认为,个体通过同伴教育媒介进行的自我监控是提高学生生活满意度的策略之一。自我监控干预方案的设计分为8个环节,一般由方案导向、心理教育、反思、实践四个环节组成。数据分析结果显示,通过同伴教育进行自我监控训练对提高生活满意度没有显著效果。然而,在焦点小组讨论的基础上,一些受访者表示,受访者能够了解自己,知道对与错的事情,感觉一直在被关注,并能够进行自我反省。一些参与者在焦点小组讨论过程中表示,通过同伴教育进行自我监督的过程产生了在项目实施后要做得更好的决心。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信