Student's character or personality is inseparable from the parenting process at home and the influence of the social environment. The research method used was Quasi-Experimental. The results of data processing were obtained for anxiety, namely for the experimental group, the value of Z = -1,362ª with p = 0,173 since p 0.173> 0.05. This result means that there was a decrease in anxiety symptoms that were not so significant after being given a pretest and posttest in the experimental group. For the control group, the value of Z = -0.440ª was with p = 0.660 since p 0.660> 0.05. This result means that there was a decrease in anxiety symptoms that were not so significant before (pretest) and after (posttest) in the control group. The results of data processing obtained results for patience, that was for the experimental group, the value of Z = -2.666ª with p = 0.008 since p 0.008 <0.05, then H0 was rejected, and H1 was accepted. This result means that there was a significant increase in patience after a pretest and posttest in the experimental group. For the control group, the value of Z = -1.629ª was with p = 0.103 since p 0.103> 0.05, H0 was accepted, and H1 was rejected. This result means that there was no significant increase in patience before (pretest) and after (posttest) in the control group This is an open access article under the CC-BY-SA license.
This study aims to determine empirically the relationship between emotional maturity and organizational climate with the employee work procrastination of PT. Surya Madistrindo Area Office Medan. The population in this study were 315 people. This study used purposive sampling technique amounted to 60 people. This research uses a quantitative approach. The instrument used was a valid and reliable questionnaire for emotional maturity, organizational climate and work procrastination. This study was analyzed by means of multiple regression analysis. The results showed that: (1) There is a negative relationship between emotional maturity and work procrastination seen from the coefficient (Rx1y) = -0.609 with p 0.000 0.050. The contribution of emotional maturity to work procrastination can be seen from the coefficient of determination (R2) = 0.371 or 37.1%. (2) There is a negative relationship between organizational climate and work procrastination which is coefficient (Rx2y) = -0.465 with p = 0.000 0.050. The contribution of emotional maturity to work procrastination can be seen from the coefficient of determination (R2) = 0.216 or 21.6%. (3). There is a negative relationship between emotional maturity and organizational climate with work procrastination seen from the coefficient value (Rx1x2y) = -0.637 with p = 0.000 0.050. The contribution of emotional maturity and organizational climate to work procrastination is seen from the value of the coefficient of determination (R2) = 0.406 or 40.6%.
From the observation of the patient in the hospital, many have tried a medical treatment, but in some cases that did not ease the pain. This conditions bring up an asumption that a medical treatment that have been done was not effective, because many patients have more than just an organic problem, but also a psychological problem. There is another treatment that use a religious approach that called ruqyah. The purpose of this was to know the effect of ruqyah method towards 20 patient‟s decrease level of anxiety in Ruqyah X, Bandung. Quasi experimental was used as method of this research with One Group Pretest-Posttest Design. The data was analyzed using Wilxocon(z) test. Result showed that Zhit = 3.21, phit = 0.0007, and trust level = 0,05. That means, it can be concluded there was a decrease level of anxiety in patient that has anxiety problem in Ruqyah X.
This study aims to determine the relationship between self-confidence and anxiety with student academic procrastination. The sampling technique in this research was accidental sampling. The sample in this study amounted to 130 people. The method used in this study was a quantitative method. The instrument used was a Likert scale model questionnaire. The data collection technique used three scales, consisting of a self-confidence scale, an anxiety scale and an academic procrastination scale. The data analysis technique used was Multiple Regression. The results of this study indicate (1) There was a significant negative relationship between self-confidence and academic procrastination, where the coefficient rxly = -0.872 with p = 0.000, and (r²) = 0.760 with a contribution of 76%. (2). There was a significant positive relationship between anxiety and academic procrastination, where the coefficient rxly = 0.897 with p = 0.000, and (r²) = 0.805 with a contribution of 80.5%. (3). there was a significant relationship between self-confidence and anxiety with student academic procrastination. This was indicated by the linearity coefficient (R) = 0.900 with p = 0.000 < 0.050. and (r²) = 0.811 with a contribution of 81.1%. From these results it is known that there are still 19.9% contributions from other factors to academic procrastination
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