大流行病后大学生的自我效能感与学习准备之间的关系

An. Afandi, Iin Ervina, Anggraeni Swastika Sari
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引用次数: 0

摘要

斯拉梅托(Harmini,2017)认为,学习准备度是一个人对某种情况做出反应或回应的整体准备度。为了让学生拥有最佳的学习准备状态,需要有自我效能感。本研究旨在确定金边穆罕默迪亚大学(Muhammadiyah University of Jember)学生在大流行后的自我效能感与学习准备之间的关系。本研究为定量相关研究。研究对象为 11,200 名穆罕默迪亚金边大学学生,样本为 336 名学生。抽样技术使用学生 NIM 进行简单随机抽样。数据收集使用谷歌表格,并直接通过发放纸质问卷的方式进行。所使用的量表是自我效能感量表,改编自 Siti Sundari(2022 年)的研究,有效性测试结果为 37 个有效项目,Cronbach's Alpha 值为 0.947。学习准备量表改编自研究(Sari,2020 年),有效性测试结果为 30 个有效项目,Cronbach's Alpha 值为 0.918。研究结果表明,自我效能变量(X)与学习准备变量(Y)之间存在显著的正相关关系(r = 0.759 ; p < 0.05)。这意味着学生的自我效能感越高,学生的学习准备度就越高,反之,学生的自我效能感越低,学生的学习准备度就越低。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Hubungan Efikasi Diri dan Kesiapan Belajar pada Mahasiswa Pasca Pandemi
Learning readiness is the overall readiness of a person to react or respond to a situation in a certain way, according to Slameto (Harmini, 2017). In order for students to have optimal learning readiness, self-efficacy is needed. The aim of this research is to determine the relationship between self-efficacy and learning readiness among Muhammadiyah University of Jember students after the pandemic. This type of research is quantitative correlational. The population is 11,200 Muhammadiyah Jember University students with a sample of 336 students. The sampling technique uses simple random sampling using student NIM. Data collection uses Google Form and is carried out directly by distributing questionnaires in paper form. The scale used is a self-efficacy scale adapted from research by Siti Sundari (2022) with validity test results of 37 valid items and a Cronbach's Alpha value of 0.947. The learning readiness scale was adapted from research (Sari, 2020) with validity test results of 30 valid items with a Cronbach's Alpha value of 0.918. The results of this study indicate that there is a significant positive relationship between the self-efficacy variable (X) and the learning readiness variable (Y) of ( r = 0.759 ; p < 0.05). This means that the higher the student's self-efficacy, the higher the student's learning readiness to learn, and conversely, the lower the student's self-efficacy, the lower the student's learning readiness to learn.
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