Social Support as a Moderator of Self Efficacy and Learning Motivation Towards Students' Academic Hardiness

Risyda Azizah Mukhtar, Fadhilah Suralaga, Devie Yundianto
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Abstract

This research examined the factors that influence academic hardiness in tahfiz lessons. The author suspects that the factors contained in the social support variable are moderator variables for the variables self-efficacy, learning motivation, and gender which influence academic hardiness. This research uses a quantitative approach with multiple regression analysis. The sample consisted of 150 students in class 5 and class 6 of Islamic school X who were taken using a purposive sampling technique. In this research, the measuring tool used is the revised academic hardiness scale (RAHS) to measure the academic hardiness variable. Multi-Dimensional Scale of social support (Zimmet et al., 1988) to measure social support variables. The self-efficacy scale will be measured based on Bandura's theory to measure the dimensions of magnitude, generality, and strength. Learning motivation is measured using intrinsic and extrinsic aspects (Woolfolk, 1995). The research results show three significant regression coefficients: self-efficacy, intrinsic learning motivation, and gender. All three are influenced by social support, increasing students' academic hardiness. The author hopes that the implications of the results of this research can be reviewed and developed in further research. For example, adding other variables related to academic hardiness, such as parental and learning styles.
社会支持对自我效能感、学习动机对学生学业耐受性的调节作用
本研究考察了在塔菲兹课程中影响学业耐受性的因素。笔者怀疑社会支持变量所包含的因素是影响学业耐受性的自我效能、学习动机和性别变量的调节变量。本研究采用多元回归分析的定量方法。样本由伊斯兰学校X五年级和六年级的150名学生组成,他们采用了有目的的抽样技术。在本研究中,使用的测量工具是修订的学术抗性量表(RAHS)来测量学术抗性变量。多维社会支持量表(Zimmet et al., 1988)测量社会支持变量。自我效能感量表将根据Bandura的理论进行测量,测量幅度、一般性和强度三个维度。学习动机是用内在和外在两个方面来衡量的(Woolfolk, 1995)。研究结果显示,自我效能感、内在学习动机和性别三个回归系数显著。这三者都受到社会支持的影响,增加了学生的学业耐受力。作者希望本研究结果的意义可以在进一步的研究中得到回顾和发展。例如,加入其他与学业耐受性相关的变量,如父母和学习风格。
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