Fenomena menunda- nunda suatu pekerjaan yang seharusnya dapat dikerjakan secara tepat waktu dikenal dengan sebutan prokrastinasi. Untuk menurunkan tingkat prokrastinasi, maka dilakukan psikoedukasi mengenai manajemen waktu terkait teknik penentuan skala prioritas dan menumbuhkan konsistensi perilaku. Hasil dari psikoedukasi ini menunjukkan jika peserta didik dapat membuat teknik pembuatan 4 Kuadran Covey, To Do List dan teknik pilihan terhadap pengorganisasian. Guna melihat perubahan perilaku peserta didik maka perlu melakukan pemantauan secara berkala untuk melihat konsistensi perilaku dan juga melakukan follow up pada lima hari setelah diadakan psikoedukasi. Hasil dari pemberian psikoedukasi ini menyebabkan angka post-test meningkat sebesar 30% dari hasil pre test. Hal ini menandakan bahwa tingkat prokrastinasi meningkat dan pemberian manajemen waktu pada siswa SMP dan SMA/SMK belum cukup efektif untuk menurunkan perilaku prokrastinasi. Peningkatan angka pada hasil post-test disebabkan oleh banyaknya jumlah butir yang diberikan pada saat post-test sehingga peserta tidak memperhatikan kondisi yang sebenarnya yang dirasakan pada saat menjawab. Berdasarkan hasil wawancara dari beberapa peserta didapatkan bahwa mereka belum terbiasa untuk membuat jadwal belajar, lebih menyukai bekerja dengan tidak memiliki target setiap harinya dan beban tugas yang diberikan sekolah terlalu banyak sehingga hal ini juga memicu meningkatnya angka pada hasil post-test.
The research examined the role of self-compassion and self-criticism as moderators and mediators in the relationship between relational aggression victimization and depression. Victimization of relational aggression had various negative consequences, one of which could be depression. However, few previous studies had examined moderator and mediator variables in the relationship between victimized relational aggression and depression. On the other hand, self-compassion and self-criticism could potentially be moderators and mediators between negative experiences and depression. The research used a cross-sectional approach involving 492 adolescents aged 12-21 years who had experienced victimization of relational aggression in the last three months. Analysis of moderators and mediators was used to test the hypothesis. The result shows that self-compassion does not act as a moderator and mediator. At the same time, self-criticism also does not act as a moderator but can mediate the relationship between relational aggression victimization and depression. It indicates that adolescents who get relational aggression from their friends tend to blame themselves excessively, which triggers feelings of depression. This finding indicates that adolescents tend to blame themselves after being victims of relational aggression, which eventually causes depression. Surprisingly, adolescents in Indonesia do not use self-compassion as a strategy in dealing with relational aggression by friends.
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