The phenomenon of parental care shared through social media (sharenting) is increasingly widespread. This research aimed to elaborate on the motives, strategies, and psychological effects of sharenting by millennial parents. This research is qualitative research with a phenomenological approach. The subjects are millennial parents who have a habit of sharing parenting on social media and are members of the professional community. Determination of the sample uses purposive sampling so that as many as ten people consisted of five females and five males. Interviews, observations, and documentation are the methods used in data collection. Data were analyzed using reduction techniques, data presentation, and verification. The results showed that the motive of sharenting parents is to receive affirmation and social support, demonstrate the ability to care for children, social participation, and documentation. Millennial parents with a peer-oriented communication model do Sharenting. Sharenting for millennial parents has both positive and negative impacts, namely by providing new information and knowledge, making new friends, and support. The negative effects include feeling insecure, comparing her child with someone else's child, causing animosity and dissent. Thus, it can be concluded that sharenting by millennial parents is carried out with a variety of motives, carried out with a peer approach strategy, and has both positive and negative impacts at the same time. The implication is that millennial parents are more knowledgeable about parenting, understand good sharenting, and are psychologically trained in responding to netizens for their sharenting.
Self regulated learning has a very important role on many aspects of life, especially academic field. This study aimed to examine effect of experiential learning strategies to students self-regulated learning and its components (learning motivation, learning strategies cognitive, metacognitive regulation, and manage resources). Subjects were 40 in experimental group and 40 in control group. Instruments used in data collection is self regulated learning scale and experiential learning modules are used as a guideline in applying experiential learning strategy. Multivariate analysis techniques are used to analyze data. Results show that there are significant differences of self regulated learning, learning motivation, cognitive learning strategies, metacognitive regulation, and manage resources between experimental and control groups. This means that experiential learning strategies can improve student self-regulated learning.Keywords: experiential learning, learning motivation, metacognitive regulation, self regulated learning AbstrakSelf regulated learning memiliki peranan yang sangat penting terhadap banyak aspek kehidupan terutama bidang akademik. Penelitian ini bertujuan untuk menguji pengaruh strategi experiential learning terhadap self regulated learning dan komponenkomponennya (motivasi belajar, strategi belajar kognitif, regulasi metakognitif, dan kelola sumber daya) mahasiswa. Subjek penelitian ini adalah 40 orang kelompok eksperimen dan 40 orang kelompok kontrol. Instrumen yang digunakan dalam pengumpulan data adalah skala self regulated learning dan modul experiential learning digunakan sebagai pedoman dalam menerapkan strategi pembelajaran eksperiensial. Teknik analisis multivariat digunakan untuk menganalisis data. Hasil menunjukkan bahwa ada perbedaan self regulated learning, motivasi belajar, , metacognitive regulation, dan kelola sumber daya yang signifikan antara kelompok eksperimen dan kelompok kontrol. Ini artinya bahwa strategi experiential learning mampu meningkatkan self regulated learning mahasiswa.Kata kunci: experiential learning, metacognitive regulation, motivasi belajar, self regulated learning
Scientific attitude in Islamic education learning is a demand in the newest curriculum. Psychological factors that determine it is self-efficacy and social support. This study aims to examine correlation between self-efficacy and social support with students' scientific attitudes in Islamic education learning, partially and simultaneously. Subjects were 152 Madrasa Ibtidaiyah students. Instruments used are scientific attitude, self-efficacy, and social support scales. Data analysis techniques used regression analysis. Results showed that there’s a significant positive correlation between self-efficacy and students’ scientific attitude in Islamic education learning with r=0.367 and p=0.000 (p<0.05). There’s a significant positive correlation between social support and scientific attitude in Islamic education learning with r=0.381 and p=0.000 (p<0.05). There’s a positive and significant correlation between self-efficacy and social support simultaneously with scientific attitude in Islamic education learning with F=18.222 and p=0.000 (p<0.05).
Student learning in higher education is influenced by parental involvement, peer support, and lecturers' perceptions of agreeableness. This research aims to examine the correlation between parental involvement, peer support, and the perception of personality agreeableness of lecturers on self-regulated learning (SRL) students. This research is a correlational field research model with a quantitative approach. The respondents of this research were 250 students of Yogyakarta State Islamic University who were obtained using a purposive random sampling technique. Data collection uses a scale of SRL, parent involvement, peer support, and perception of the agreeableness personality of the lecturer. Regression analysis is used as a data analysis technique. The results showed that there was a positive and significant correlation between parental involvement with SRL, peer support with SRL, personality perception agreeableness lecturers with SRL, and parental involvement, peer support, and perceptual personality agreeableness of lecturers together with SRL with an effective contribution (R2) of 15.1%. It was concluded that the involvement of parents, peer support, and perception of personality agreeableness of lecturers related to SRL of students. Therefore, to see student SRL can be seen based on the involvement of parents, peer support, and students' perceptions of the personality agreeableness of their lecturers.
Dyslexia is a type of learning difficulty in children in the form of reading disabilities, symptoms that are not caused by the ability of sight, hearing, intelligence, or skills in languagee, but rather to disturbances in the brain processes when processing the information it receives. The factors that couse dyslexia, are phenoological problems, educational factors, psychological factors, and biological factors. As for the characteristics of dyslexia, among others: symptoms of dyslexia in pre-school: 1), loves to mix up words and phrases, 2), difficulty learning the repetition of sounds (rhymes) and rhythms, 3) it’s hard to remember names, 4) late development in language, 5) happy to read a book, but not interested in words or letters, 6 it’s hard to dress. The characteristics of dyslexia at elementary school age: 1) difficulty reading and speeling, 2) often confused letters and numbers, 3) it’s hard to remember names, 4) difficult to understand the writing he read, 5. Slow at writing, 6 difficulty concentrating, 6) difficulty concentrating, 7) it’s hard to tell right and left, or the order of the week, 8) low self-esteem, and 9) still have difficulty in dressing. Abstrak Disleksia adalah jenis kesulitan belajar pada anak berupa ketidak mampuan membaca, gejala yang tidak disebabkan oleh kemampuan penglihatan, pendengaran, intelegensia, atau keterampilannya dalam berbahasa, melainkan lebih kepada gangguan dalam proses otak ketika mengolah informasi yang diterimanya. Faktor-faktor penyebab disleksia , adalah masalah fenoologi, faktor pendidikan, faktor psikologis, dan faktor biologis. Adapun ciri-ciri disleksia di antaranya: Ciri-ciri disleksia pada pra-sekolah: (1) Suka mencampur adukkan kata-kata dan frasa (2) Kesulitan mempelajari pengulangan bunyi (rima) dan irama (ritme), (3) Sulit mengingat nama, (4) Perkembangan dalam berbahasa yang terlambat, (5) Senang dibacakan buku, tetapi tidak tertarik dengan kata-kata atau huruf, (6) Sulit untuk berpakaian. Adapun ciri-ciri disleksia diusia sekolah dasar: (1) Sulit membaca dan mengeja, (2) Sering tertukar huruf dan angka, (3) Sulit mengingat alfabet atau mempelajari tabel, (4) Sulit mengerti tulisan yang ia baca, (5) Lambat dalam menulis, (6) Sulit konsentrasi, (7) Susah membedakan kanan dan kiri, atau urutan dalam sepekan, (8)Percaya diri yang rendah, (9) Masih tetap kesulitan dalam berpakaian. Kata Kunci: Disleksia, Kesulitan Belajar, dan Pendidikan
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