DUKUNGAN GURU, REGULASI DIRI, DAN MODAL PSIKOLOGIS SISWA: MENEMUKAN KUNCI KEBERHASILAN DI SEKOLAH DASAR Bahasa Indonesia
Article Sidebar
Main Article Content
Abstract
Meningkatnya jumlah pasien Covid-19 di Rumah Sakit X membuat tenaga kesehatan terutama perawat merasa kewalahan dan kelelahan yang dapat membuat perawat memiliki kepuasan hidup yang rendah karena hanya memiliki sedikit waktu untuk menikmati kehidupan sehari-harinya. Penelitian ini bertujuan untuk mengetahui peranan burnout sebagai mediator antara work-family conflict dengan subjective well-being selama masa pandemi COVID-19 pada perawat yang telah berkeluarga di Rumah Sakit X. Penelitian ini melibatkan 80 perawat yang telah berkeluarga dan bekerja di Rumah Sakit X dengan menggunakan teknik convenience sampling. Alat ukur yang digunakan dalam penelitian ini berupa Satisfaction With Life Scale (SWLS), Positive and Negative Affect Scale (PANAS), Work-Family Conflict Scale (WFCS), dan Burnout Assessment Tool (BAT). Penelitian ini dilakukan secara luring dan daring selama dua minggu. Dari analisis regresi menggunakan process bootstrap ditemukan hasil bahwa work-family conflict dapat memengaruhi burnout (ta = 8.4349; p = 0.0000), burnout dapat memengaruhi subjective well-being (tb = -2.8252; p = 0.0060), dan work-family conflict dapat memengaruhi subjective well-being (tc = -3.4740 >1.96; p = 0.0008). Ketika burnout diposisikan sebagai mediator, pengaruh antara work-family conflict terhadap subjective well-being menjadi tidak signifikan (tc’ = -0.6710; p = 0.5042). Dengan demikian, burnout terbukti berperan sebagai mediator sempurna pada hubungan antara work-family conflict dengan subjective well-being.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Jurnal Muara Ilmu Sosial, Humaniora, dan Seni Creative Commons Attribution-ShareAlike 4.0 International License.References
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.
Belmont, M., Skinner, E. A., Wellborn, J., & Connell, J. (2018). Teacher as Social Context Questionnaire. PsycTESTS Dataset. APA.
Butler, D. L., & Schnellert, L. (2015). Success for students with learning disabilities: What does self-regulation have to do with it? (T. Cleary, Ed.). American Psychological Association Press.
Butler, Deborah L., & Schnellert, L. (2015). Success for students with learning disabilities: What does self-regulation have to do with it? In Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 89–111). American Psychological Association.
Carmona-Halty, M., Schaufeli, W. B., Llorens, S., & Salanova, M. (2019). Satisfaction of basic psychological needs leads to better academic performance via increased psychological capital: A three-wave longitudinal study among high school students. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02113
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. A. Gunnar L (Ed.), Self processes in development: Minnesota Symposium on Child Psychology (Vol. 23, pp. 43–77). Erlbaum.
Dunn, K. E., Rakes, G. C., & Rakes, T. A. (2014). Influence of academic self-regulation, critical thinking, and age on online graduate students’ academic help-seeking. Distance Education, 35(1), 75–89. https://doi.org/10.1080/01587919.2014.891426
Finch, J., Farrell, L. J., & Waters, A. M. (2020). Searching for the HERO in youth: Does psychological capital (PsyCap) predict mental health symptoms and subjective wellbeing in Australian school-aged children and adolescents? Child Psychiatry and Human Development, 51(6), 1025–1036. https://doi.org/10.1007/s10578-020-01023-3
Hair, J. F., Hair, J. F., Joseph, F., & Hair, J. (2010). Multivariate data analysis : a global perspective / Joseph F. Hair.
Hazan Liran, B., & Miller, P. (2019). The role of psychological capital in academic adjustment among university students. Journal of Happiness Studies, 20(1), 51–65. https://doi.org/10.1007/s10902-017-9933-3
Imai-Matsumura, K., & Schultz, D. (2022). Development of the START program for academic readiness and its impact on behavioral self-regulation in Japanese kindergarteners. Early Childhood Education Journal, 50(5), 855–866. https://doi.org/10.1007/s10643-021-01213-1
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 339–366. https://doi.org/10.1146/annurev-orgpsych-032516-113324
Luthans, K. W., Luthans, B. C., & Chaffin, T. D. (2019). Refining grit in academic performance: The mediational role of psychological capital. Journal of Management Education, 43(1), 35–61. https://doi.org/10.1177/1052562918804282
Marfuah, S. (2022, August 22). Tantangan Pendidik Pasca Pandemi Covid-19 Halaman all. Kompasiana.com. https://www.kompasiana.com/sururunmarfuah4183/630334095c392b4c595793b5/tantangan-pendidik-pasca-pandemi-covid-19?page=all
Media, K. C. (2022, November 16). Saat Program Internet Gratis JakWifi Dipakai Anak-Anak untuk Main Game Online. Kompas. https://megapolitan.kompas.com/read/2022/11/16/20415301/saat-program-internet-gratis-jakwifi-dipakai-anak-anak-untuk-main-game?page=all
Murray, A. L., Zhu, X., Mirman, J. H., Ribeaud, D., & Eisner, M. (2021). An evaluation of dual systems theories of adolescent delinquency in a normative longitudinal cohort study of youth. Journal of Youth and Adolescence, 50(7), 1293–1307. https://doi.org/10.1007/s10964-021-01433-z
Nurmi, A., Pulkki-Råback, L., Salo, P., Pahkala, K., Juonala, M., Hutri-Kähönen, N., Kähönen, M., Lehtimäki, T., Jokinen, E., Keltikangas-Järvinen, L., Laitinen, T. P., Tossavainen, P., Taittonen, L., Viikari, J. S. A., Raitakari, O. T., & Rovio, S. P. (2023). The associations of childhood psychosocial factors with cognitive function in midlife-The young finns study. Neuropsychology, 37(1), 64–76. https://doi.org/10.1037/neu0000877
Opdenakker, M.-C. (2022). Developments in early adolescents’ self-regulation: The importance of teachers’ supportive vs. undermining behavior. Frontiers in Psychology, 13, 1021904. https://doi.org/10.3389/fpsyg.2022.1021904
Paris, S. G., & Newman, R. S. (1990). Developmental aspects of self-regulated learning. Educational Psychologist, 25(1), 87–102.
Perry, N., Phillips, L., & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record (1970), 106(9), 1854–1878. https://doi.org/10.1177/016146810410600909
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning,” in Handbook of self-regulation (M. Boekaerts, P. R. Pintrich, & M. Zeidner, Eds.). Academic Press.
Pintrich, Paul R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Putra, R. P. (2022, July 21). Pembelajaran Tatap Muka Bergawai. detikcom. https://news.detik.com/kolom/d-6190495/pembelajaran-tatap-muka-bergawai
Ringoot, A. P., Jansen, P. W., Kok, R., van IJzendoorn, M. H., Verlinden, M., Verhulst, F. C., Bakermans-Kranenburg, M., & Tiemeier, H. (2022). Parenting, young children’s behavioral self‐regulation and the quality of their peer relationships. Social Development (Oxford, England), 31(3), 715–732. https://doi.org/10.1111/sode.12573
Sadya, S. (2022, November 21). Angka Partisipasi Sekolah Indonesia Cenderung Menurun pada 2022. dataindonesia. https://dataindonesia.id/ragam/detail/angka-partisipasi-sekolah-indonesia-cenderung-menurun-pada-2022
Schunk, D. H. (2017). Handbook of self-regulation of learning and performance (D. H. Schunk & J. A. Greene, Eds.). Routledge.
Sinaga, T. M. (2023, January 31). Momentum Membangun Budaya Digital di Sekolah. Kompas. https://www.kompas.id/baca/humaniora/2023/01/31/momentum-membangun-budaya-digital-di-sekolah
Siu, O. L., Lo, B. C. Y., Ng, T. K., & Wang, H. (2023). Social support and student outcomes: The mediating roles of psychological capital, study engagement, and problem-focused coping. Current Psychology (New Brunswick, N.J.), 42(4), 2670–2679. https://doi.org/10.1007/s12144-021-01621-x
Thomas, V., Peeters, J., De Backer, F., & Lombaerts, K. (2022). Determinants of self-regulated learning practices in elementary education: a multilevel approach. Educational Studies, 48(1), 126–148. https://doi.org/10.1080/03055698.2020.1745624
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.
Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance (B. J. Zimmerman & D. H. Schunk, Eds.). Routledge.
(N.d.). Kemdikbud.Go.Id. Retrieved July 9, 2023, from https://pusatinformasi.guru.kemdikbud.go.id/hc/en-us/articles/14145044257945-Pengertian-Profil-Pelajar-Pancasila