International Journal of Islamic Educational Psychology最新文献

The Positive Impact of Parental Autonomy Support, Academic Socialization, Parental Responses, and Psychological Control on Muslim Students' Motivation 父母自主支持、学术社会化、父母回应和心理控制对穆斯林学生学习动机的积极影响

International Journal of Islamic Educational Psychology Pub Date : 2023-12-30 DOI: 10.18196/ijiep.v4i2.19692

Siti Eni Aisyah Simbolon, Erika Setyanti Kusumaputri, Almira Amilbangsa Hadji

{"title":"The Positive Impact of Parental Autonomy Support, Academic Socialization, Parental Responses, and Psychological Control on Muslim Students' Motivation","authors":"Siti Eni Aisyah Simbolon, Erika Setyanti Kusumaputri, Almira Amilbangsa Hadji","doi":"10.18196/ijiep.v4i2.19692","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.19692","url":null,"abstract":"The encouragement of autonomy in academics is one strategy to encourage students to continue their education. Academic autonomous motivation can be generated through support relationships from the school environment and parents. This study aimed to determine the extent of prediction of autonomy, control, academic socialization, and parental response on academic scores to the academic autonomous motivation of 569 State MTs students in Sleman Regency. Data analysis was performed using Multiple Linear Regression Analysis techniques. The test results showed that three of the six tested relationships were significant, and the other three variables were insignificant. The variables parental autonomy support, behavior control, and response without punishment had a substantial relationship with students' academic autonomous motivation. Insignificant relationships were the relationship of psychological control with academic autonomous motivation, the academic socialization of students with academic autonomous motivation, and the relationship of non-punitive response with academic autonomous motivation. Research related to academic autonomous motivation with parental care is still limited, so further research is needed.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Influence of Spirituality on Academic Engagement through Achievement Motivation and Resilience 通过成就动机和抗挫折能力提高精神对学术参与的影响

International Journal of Islamic Educational Psychology Pub Date : 2023-12-30 DOI: 10.18196/ijiep.v4i2.19428

I. Imron, Imam Mawardi, Ayşenur Şen

{"title":"The Influence of Spirituality on Academic Engagement through Achievement Motivation and Resilience","authors":"I. Imron, Imam Mawardi, Ayşenur Şen","doi":"10.18196/ijiep.v4i2.19428","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.19428","url":null,"abstract":"Academic involvement refers to the active participation of students in the learning environment. There are several factors that directly or indirectly influence students' academic involvement, including spirituality, achievement motivation, and resilience. This research aims to explore the impact of spirituality on academic involvement by examining its relationship with achievement motivation and resilience. The research adopts a quantitative correlational approach and considers three types of variables: independent variables, dependent variables, and intervening variables. The study involves 200 active students from the Islamic Religious Education Study Program at Universitas Muhammadiyah Magelang, who were selected using a lottery method. Data collection for this research was done through a questionnaire, and the analysis involved descriptive statistics and path analysis. The findings of the study demonstrate a significant influence of spirituality on students' academic involvement through achievement motivation and resilience. This suggests that spirituality has an impact on both achievement motivation and resilience. Furthermore, the study reveals that achievement motivation and resilience also play a role in shaping students' academic involvement. Overall, the results indicate that spirituality positively affects academic involvement by promoting achievement motivation and resilience. Thus, students with strong spirituality tend to exhibit higher levels of achievement motivation and resilience, which in turn positively contribute to their academic involvement.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":" 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adverse Childhood Experiences and Academic Procrastination in Emerging Adult Students: The Mediating Effect of Self-Regulation 童年的不良经历与成年学生的学业拖延：自我调节的中介效应

International Journal of Islamic Educational Psychology Pub Date : 2023-12-28 DOI: 10.18196/ijiep.v4i2.19206

Adhwaa Viera Mahsa Tahani, Kurniawati Kurniawati, Anindhita Parasdyapawitra Amaranggani, Amalia Rahmandani

{"title":"Adverse Childhood Experiences and Academic Procrastination in Emerging Adult Students: The Mediating Effect of Self-Regulation","authors":"Adhwaa Viera Mahsa Tahani, Kurniawati Kurniawati, Anindhita Parasdyapawitra Amaranggani, Amalia Rahmandani","doi":"10.18196/ijiep.v4i2.19206","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.19206","url":null,"abstract":"Academic procrastination has been investigated for its relationship with low self-regulation, which is most likely influenced by adverse childhood experiences (ACEs). This quantitative study utilizes a survey and cross-sectional approach to explore the role of self-regulation in mediating the connection between ACEs and academic procrastination in emerging adult students. A convenience sample of 253 Indonesian students (Mage=20.40; SDage=1.518; Nfemale=97.1%) was obtained. The measurements included the Indonesian version of the Adverse Childhood Experiences Questionnaire (ACE-Q), the short version of the Self-Regulation Questionnaire (SSRQ), and the Academic Procrastination Scale. Statistical analysis was conducted using SPSS version 26. Out of all the participants, 74.3% reported experiencing at least one ACE. Although bivariate correlation analysis revealed a relationship between the variables, hypothesis testing through path analysis indicated that ACE did not have a direct effect on academic procrastination (B=0.871, SE=0.576, β=0.080; p 0.05), except when mediated by self-regulation (Sobel Statistic Test results: Z=4.51; p 0.001). This study highlights the importance of understanding the severity of ACEs in addressing poor self-regulation and mitigating academic procrastination among emerging adult students. Future studies may consider examining different types of ACEs, various aspects of self-regulation, and the role of sex.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":"331 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing Students' Religiosity in Educational Context: A Mixed-Methods Study in Islamic High School 在教育背景下增强学生的宗教信仰：伊斯兰高中的混合方法研究

International Journal of Islamic Educational Psychology Pub Date : 2023-12-28 DOI: 10.18196/ijiep.v4i2.20275

Retno Mangestuti, Rahmat Aziz

{"title":"Enhancing Students' Religiosity in Educational Context: A Mixed-Methods Study in Islamic High School","authors":"Retno Mangestuti, Rahmat Aziz","doi":"10.18196/ijiep.v4i2.20275","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.20275","url":null,"abstract":"Cultivating religiosity among students in schools is a crucial initiative that should be implemented. The aim of the research project was to evaluate the impact of school climate on students' development of religiosity. The research methodology used mixed-method explanatory models to evaluate theories on the influence of school climate on religiosity and to explore the strategies that teachers use to develop students' religiosity within schools. Quantitative data was collected from 482 students at junior and senior schools, and qualitative data was gathered from six randomly selected teachers. Quantitative data was collected using school climate and religiosity scales. Descriptive and regression analyses were used to analyze the quantitative data, while thematic analysis was used for the qualitative data. The regression analysis results showed a value of R = 0.338, R2 = 0.114, p .005, indicating a positive impact of school climate on students' religiosity. Teachers employ six approaches to achieve this goal: habituation, guidance, leading by example, attention to individual students' needs, creating a positive atmosphere, and providing educational sanctions. These results highlight the importance of improving teachers' expertise in promoting student religiosity. Experimental research could be an effective alternative for further advancing this type of study.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":"11 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationship between the Fear of Missing Out (FoMO) and Social Media Use in Articulating Islamic Identity among Muslim Millennials 害怕错过（FoMO）与使用社交媒体表达穆斯林千禧一代的伊斯兰身份之间的关系

International Journal of Islamic Educational Psychology Pub Date : 2023-12-28 DOI: 10.18196/ijiep.v4i2.18457

Elisa Br Ginting, S. Suwarjo, J. S. Lumbanbatu, D. Sihotang

{"title":"The Relationship between the Fear of Missing Out (FoMO) and Social Media Use in Articulating Islamic Identity among Muslim Millennials","authors":"Elisa Br Ginting, S. Suwarjo, J. S. Lumbanbatu, D. Sihotang","doi":"10.18196/ijiep.v4i2.18457","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.18457","url":null,"abstract":"Current technological developments have both positive and negative impacts. One of the negative impacts of excessive use of social media is that it can lead to addiction, cyberbullying, and fear of missing out (FoMO). It can even erode one's identity, as it is influenced by widely circulated videos on social media. The purpose of this research is to analyze the relationship between FoMO, problematic use of social media, and expressions of Islamic identity. The FoMO scale, social media disorder scale, and Instagram Islamic identity scale were used as measuring tools in this research. A quantitative approach was employed, using multiple analyses, which revealed that both FoMO and problematic use of social media contribute simultaneously to the expression of Islamic identity. The subjects of this research were 177 Indonesian millennial Muslims who actively participated in the Instagram migration movement. Problematic use of social media and expression of Islamic identity had an effective contribution of 40.6% (36.7% from social media use and 3.9% from FoMO). Additionally, we found that questionable social media use had a significant correlation with the articulation of Islamic identity, while FoMO itself had no correlation with it. These results can serve as a basis for future research on the expression of religious identity on social media and the development of interventions to address excessive social media use.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Self-Regulated Learning and Student Engagement in Academic Activities towards Math Achievement 自我调节学习和学生参与学术活动对数学成绩的影响

International Journal of Islamic Educational Psychology Pub Date : 2023-12-28 DOI: 10.18196/ijiep.v4i2.18448

Nabila Salma, Asmadi Alsa

{"title":"The Role of Self-Regulated Learning and Student Engagement in Academic Activities towards Math Achievement","authors":"Nabila Salma, Asmadi Alsa","doi":"10.18196/ijiep.v4i2.18448","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.18448","url":null,"abstract":"The purpose of this research is to empirically examine the role of self-regulated learning and student engagement in academic activities in math achievement. The research design used is a correlational survey. The subjects of this study are students at Madrasah Aliyah Negeri in Yogyakarta. The research sample was selected using a proportional stratified random sampling technique, with a total of 96 students. Math achievement was determined from students' daily evaluations, and data were collected using a self-regulated learning scale and a scale of student engagement in academic activities. Data were analyzed using multiple regression analysis. According to the findings, self-regulated learning and student engagement in academic activities significantly predict math achievement. Both self-regulated learning and student engagement in academic activities have a positive impact on math achievement. The combined contribution of self-regulated learning and student academic engagement to mathematics achievement is 37.1%. Self-regulated learning contributes more (17.39%) than academic engagement (19.77%) to mathematics achievement. This study recommends that students, teachers, and parents pay attention to self-regulated learning and student engagement factors.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":"25 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Increasing Proactive Work Behavior Among Teachers in Islamic Senior High School: The Role of Ethical Work Climate and Perceived Organizational Support 提高伊斯兰高中教师的主动工作行为：道德工作氛围和感知到的组织支持的作用

International Journal of Islamic Educational Psychology Pub Date : 2023-12-28 DOI: 10.18196/ijiep.v4i2.19911

H. Pradesa, Hasrudy Tanjung, I. Agustina, Nik Sarina Nik Md Salleh

{"title":"Increasing Proactive Work Behavior Among Teachers in Islamic Senior High School: The Role of Ethical Work Climate and Perceived Organizational Support","authors":"H. Pradesa, Hasrudy Tanjung, I. Agustina, Nik Sarina Nik Md Salleh","doi":"10.18196/ijiep.v4i2.19911","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.19911","url":null,"abstract":"Educational institutions, such as Islamic high schools, face challenges in managing teacher performance, particularly in promoting proactive behavior. This study aims to explore the impact of an ethical work climate characterized by principles of caring, instrumental independence, service, rules, and codes, as well as perceived organizational support (POS), on teachers' proactive behavior in Islamic senior high schools. The study includes a one-month convenience sampling period, with 104 teachers from Medan, North Sumatra, participating as respondents. Primary data was collected through the perceptions of the respondents and analyzed using a PLS-based SEM. Findings highlight that an ethical work climate has a greater influence on teachers' proactive behavior compared to POS. While perceived organizational support remains important, the unique cultural and religious context of Islamic schools may elevate the significance of an ethical work climate. Teachers may perceive ethical guidelines and values as integral to their role and mission within the Islamic educational setting, leading to a more profound impact on their proactive engagement compared to the general perception of organizational support. The study concludes that the ethical work climate in Islamic senior high schools plays a crucial role in influencing teachers' proactive behavior, emphasizing the importance of fostering and maintaining an ethical work environment to support teachers in their professional endeavors.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":"22 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Memorizing the Quran: Exploring Academic Hardiness, Self-Efficacy, and Perceived Social Support in Islamic Schools 背诵古兰经：探索伊斯兰学校的学业耐力、自我效能感和感知到的社会支持

International Journal of Islamic Educational Psychology Pub Date : 2023-12-28 DOI: 10.18196/ijiep.v4i2.19812

Devie Yundianto, Muhammad Khatami, Ahmad Fathony, Anna Armeini Rangkuti, Wahyu Syahputra

{"title":"Memorizing the Quran: Exploring Academic Hardiness, Self-Efficacy, and Perceived Social Support in Islamic Schools","authors":"Devie Yundianto, Muhammad Khatami, Ahmad Fathony, Anna Armeini Rangkuti, Wahyu Syahputra","doi":"10.18196/ijiep.v4i2.19812","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.19812","url":null,"abstract":"Religion-based schools that have a curriculum focused on Quran memorization face challenges in integrating general education with religious education, which emphasizes reasoning and memorization. Students must possess academic resilience to actively participate in the learning process and develop self-efficacy in memorizing the Quran. Additionally, students require social support to reinforce the impact of academic resilience on self-efficacy. The objective of this research is to explore the educational and psychological factors that can enhance students' ability to memorize the Quran. The study involved 113 participants, and data were collected using convenience sampling for ease of access. The data were analyzed using moderation analysis with SPSS version 22 and the add-on Macro Process by Hayes. The findings of this research indicate that academic resilience influences self-efficacy in Quran memorization, with social support playing a moderating role. Specifically, the results reveal that only parental support moderates the influence of academic resilience on self-efficacy (t (113) = 2.88, p0.01). This research serves as a valuable reference for family studies, highlighting the significant role parents play in their children's academic development. The novelty of this study lies in the identification of psychological factors that contribute to Quran memorization in children.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":"45 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationship between Personality and Academic Burnout: Exploring the Influence of Psychological Well-Being and Demographic Factors 人格与学术倦怠之间的关系：探索心理健康和人口因素的影响

International Journal of Islamic Educational Psychology Pub Date : 2023-12-28 DOI: 10.18196/ijiep.v4i2.18687

Sri Wahyuni, Hellya Agustina, Ricca Angreini Munthe

{"title":"The Relationship between Personality and Academic Burnout: Exploring the Influence of Psychological Well-Being and Demographic Factors","authors":"Sri Wahyuni, Hellya Agustina, Ricca Angreini Munthe","doi":"10.18196/ijiep.v4i2.18687","DOIUrl":"https://doi.org/10.18196/ijiep.v4i2.18687","url":null,"abstract":"The results of previous research have found that academic burnout occurs at all levels of education, including universities. Academic burnout is a syndrome characterized by emotional exhaustion, depersonalization, and a lack of confidence in students' abilities. It can be influenced by various variables, such as personality, well-being, and demographic factors. This research aims to examine the relationship between personality and academic burnout among college students while also exploring the role of psychological well-being as a mediator and demographic factors as a moderator, using a correlational design. This design allows for the simultaneous collection of data from many individuals. We recruited 522 undergraduate students to participate in an online survey and used the Maslach-Student Burnout Inventory (MSBI), NEO Five-Factor Inventory (FFI), and Psychological Well-being Questionnaire for measurement. For data analysis, we used SPSS version 25 and IBM SPSS AMOS version 24 to determine the mediation-moderation effect and tested the factor analysis of the proposed model. This research found a relationship between personality and academic burnout, with extraversion, agreeableness, conscientiousness, and openness to experience being associated with low academic burnout, while neuroticism was associated with high academic burnout. Furthermore, the level of student psychological well-being was found to mediate the correlation between personality and academic burnout. Therefore, this study recommends that students, teachers, and parents pay attention to the importance of psychological well-being.","PeriodicalId":252800,"journal":{"name":"International Journal of Islamic Educational Psychology","volume":"310 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Self-Efficacy as A Mediator on The Relationship Between Academic Motivation and Academic Achievement of College Students During the Online Learning Period 学业自我效能感在大学生网络学习期间学业动机与学业成绩关系中的中介作用

International Journal of Islamic Educational Psychology Pub Date : 2023-06-30 DOI: 10.18196/ijiep.v4i1.18247

Vivik Shofiah, Rexsy Taruna, Yulita Kurniawaty Asra

引用次数: 0