Self esteem is an individual’s assessment of his/her own abilities and evaluates himself/herself whether aperson is positive or negative, valuable or worthless. Perfectionism is someone who has too high a standard and overly worried about himself/herself being perfect and fear of failure will experience. Perfectionist feels him/her self esteem depends on the performance and results achieved. This paper aim to findout the relationship between perfectionism and self esteem in emerging adulthood students. This research is a correlational study using quantitative method of distuting quesionnaires to emerging adulthood in Jakarta area. Perfectionism questionnaire refers to Frost, Marten, Lahart, and Rosenberg, while self esteem questionnaire refers to Rosenberg. The research is using convenience sampling technique involving 429 students. The result of the study shows that adaptive perfectionism has a significant negative relationship with self esteem with r = -0.301, p = 0.000 < 0.05; maladaptive perfectionism has a significant negative relationship with self esteem with r = -0.191, p = 0.036 < 0.05; and non perfectionism has significant negative relationship with self esteem r = 0.424, p = 0.000 < 0.05. So, that the higher types of perfectionism (adaptive, maladaptive, non perfectionism), the lower student’s self esteem. This study also shows that adaptive perfectionists’GPA scores were higher than maladaptive perfectionists.
This study examined the relationship between intensity of Instagram use and body image concerns. Total of participants 192 early adulthood from Indonesia aged 18-40 years gathered by using snowball sampling and purposive sampling technique. The method that was used in this research is a non-experimental quantitative method. There were three instruments used in this research, there were adapted Facebook Intensity Scale, Physical Appearance Comparison Scale-Revised (PACS-R) has been adapted social media influencer as target, and Multidimensional Body-Self Relations Questionnaire Appearance Scale (MBSRQ-AS) The result showed that social comparison based appearance mediated relationships between Instagram use and variable related to body image concern this means that the research hypothesis is accepted.
Learning motivation is a form of encouragement that comes from within the individual by moving himself to learn, learning motivation comes from the basic theory of self-determination theory. Self-determination theory is a form of motivation and personality approach to see the resources owned by individuals who are always developing. College students in achieving learning goals are based on a motivational process. This study aims to determine the overview of college student learning motivation in online learning in Jakarta the during COVID-19 pandemic. This research was conducted with a total of 312 Jakarta student participants, namely 73 male and 239 female. This type of research is descriptive survey research, with quantitative methods. This research data collection technique with convenience sampling and snowball sampling. The measuring instrument used is the academic motivation scale by assessing seven dimensions using a Likert scale of 1 to 7. The analysis in this study shows that the description of learning motivation can be said to be high, meaning that the learning motivation of Jakarta students is high, which is done by looking at the seven dimensions of learning motivation.
This study aims to determine the relationship between autonomy-supportive teaching and the academic procrastination of Jakarta high school students undergoing distance learning. Autonomy-Supportive Teaching is one of the learning methods in which the teacher understands the student's point of view by showing a desire to listen to students' opinions, providing opportunities for students to be able to choose and decide something related to activities in the classroom, and provide rational reasons when delivering material, giving assignments, or in setting a rule (Rohinsa et al., 2019). Meanwhile, academic procrastination is a tendency to delay school-related activities and behaviors (McCloskey & Scielzo, 2015). This research is a type of quantitative research using non-probability sampling techniques, namely purposive sampling and snowball sampling in online sampling. Participants in this study amounted to 169 high school students (SMA) Jakarta with an age range of 15-18 years. The measuring instruments used in this study were the Learning Climates Questionnaire (LCQ) to measure autonomy-supportive teaching and the Academic Procrastination Scale (APS) to measure academic procrastination. The results of this study indicate that autonomy-supportive teaching has a negative relationship with academic procrastination with a value of r = -.187 and p = .015. This means that the higher the autonomy-supportive teaching applied, the lower the academic procrastination carried out.
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