Adolescents who are unable to adapt in school environments are more likely to get bullying from other, more dominant or more popular students. Bullying makes teenagers difficult to actualize themselves, concentrate on learning, always feel insecure, and have low self-esteem. Teenagers with low self-esteem will believe that what the bully says about him is true and start blaming himself for being weak, not beautiful, or useless. Low self-esteem can be increased one of them through self-talk techniques that aim to deny irrational thinking and encourage the emergence of healthy thinking by saying positive sentences. Bullying behavior by peers is still common in junior high school, so some students become more quiet, crying in school, avoiding bullying, asking to move classes, to choose to change schools. This research was conducted to find out the effectiveness of self-talk training to increase the self-esteem of bullying students in SMP X. This study used experimental design involving 10 participants aged 14 to 16 years. The researchers used the Self-Estimation tool developed by Utomo (2011) as a pre-test and post-test. Based on different test with paired sample t-test on gain score of self esteem obtained mean value 14.80 (SD = 3.271) and t = 7.020, p <0.01. Thus, self-talk training is effective to increase the self-esteem of bullying teenagers.
<p><strong><em>ABSTRACT: </em></strong><em>The objective of this research is to figure out the strength of impact that parental involvement and emotion regulation brings toward future orientation. Future orientation is the image that a person have about his future, that represented and reported. The future orientation that became the focus of this research is the future orientation in career domain. The parental involvement mean the participation and concerns parents provide in involvement, autonomy support, and warmth. Then, in emotion regulation term, research focused on the expression suppression dan cognitive reappraisal emotion regulation methods. Sampling method that used is purposive sampling</em><em> (</em><em>total of sample 242 student of bachelor programmes in Universitas </em><em>X)</em><em>. The method of data analysis using linear regression of double correlation. The data shows that future orientation </em><em>(Y)</em><em>influenced by the parental involvement </em><em>(independent variable -1 or X1)</em><em>and emotion regulation</em><em> (independent variable -2 or X2) </em><em>. The double correlation between X1 and X2 was scored 0,291, with the determinant coefficient (R2) 0,085. It means the strength of influence from the two independent variable is 8,5 %, and the 91,5% left influenced by others variables. At anova test, F test was bigger than F table (11.032 > 3.04), so that parental involvement</em><em> (X1)</em><em> and emotion regulation</em><em> (X2)</em><em> influence future orientation simultaneously. The research shows that both of parental involvement and emotion regulation contributes or bring impact to the changes of future orientation.</em></p><p><strong>Keywords:</strong> <em>future orientation, parental involvement, emotion regulation</em>.</p><p><strong><em> </em></strong></p><p><strong>ABSTRAK</strong><strong>: </strong>Penelitian ini dilakukan untuk melihat seberapa besar peran keterlibatan orang tua dan regulasi emosi terhadap orientasi masa depan. Orientasi masa depan merupakan gambaran yang individu bentuk berkaitan dengan masa depan, yang secara sadar direpresentasikan dan dikemukakan oleh individu. Orientasi masa depan yang menjadi perhatian dalam penelitian ini adalah orientasi masa depan pada domain karir. Keterlibatan orang tua yang dimaksud adalah bentuk partisipasi dan perhatian yang diberikan orang tua dalam bentuk keterlibatan, dukungan otonomi dan kehangatan. Kemudian pada regulasi emosi, yang menjadi perhatian adalah metode regulasi <em>expression suppression</em> dan <em>cognitive reappraisal</em>. Teknik pengambilan sampel yang digunakan adalah <em>purposive sampling</em> dengan jumlah sampel 242 partisipan yang merupakan mahasiswa S1 Universitas Tarumanagara. Metode analisis data menggunakan regresi ganda. Data hasil penelitian menunjukkan bahwa orientasi masa depan (<em>dependent variable</em> atau Y) dipengaruhi oleh keterlibatan orang tua (<em>independent variable</em>-1 atau X1) dan regulasi emosi (<em>independent variable</em>-2 atau X2). Korelasi ganda antara X1 dan X2 terhadap Y sebesar 0,291, koefisien determinasi (R2) sebesar 0,085. Artinya besar pengaruh kedua variabel tersebut adalah 8,5 %, 91,5 % sisanya dipengaruhi oleh variabel-variabel lain. Pada uji anova, F hitung lebih besar dari F tabel (11.032 > 3.04) sehingga secara bersama-sama keterlibatan orang tua (X1) dan regulasi emosi (X2) berpengaruh terhadap orientasi masa depan (Y). Hasil penelitian menunjukkan bahwa kedua variabel keterlibatan orang tua dan regulasi emosi memberikan kontribusi atau pengaruh terhadap perubahan pada orientasi masa depan.</p><p><strong>Kata Kunci</strong><strong>:</strong> orientasi masa depan, keterlibatan orang tua, regulasi emosi</p>
Penelitian ini bertujuan untuk meningkatkan motivasi berprestasi pada mahasiswa non reguler melalui SelfRegulation Empowerment Program (SREP). Subyek penelitian ini adalah 16 mahasiswa non reguler dari Jurusan X, Universitas X yang sedang menempuh jenjang semester 3. Subyek terbagi dalam dua kelompok yakni 8 mahasiswa pada kelompok eksperimen dan 8 mahasiswa lainnya pada kelompok kontrol dengan jumlah 6 perempuan dan 2 laki-laki pada masing-masing kelompok. Desain pada penelitian ini yakni kuasi eksperimen dengan desain pre-test-post-test non equivalent control group. Instrumen pengumpulan data yang digunakan pada penelitian ini menggunakan alat ukur motivasi berprestasi yang dikembangkan berdasarkan teori McClellandmengenai ciri-ciri individu yang mempunyai motivasi berprestasi. Teknik analisis data menggunakan perhitungan uji beda 2 kelompok dengan kriteria statistik non parametrik yakni Mann-Whitney. Perhitungan dilakukan dengan membandingkan hasil data post-test motivasi berprestasi kelompok kontrol dan eksperimen. Berdasarkan perhitungan uji beda, didapatkan skor sig (2-tailed) sebesar 0,027 < 0,05. Hal ini menjelaskan bahwa Ha diterima dan Ho ditolak artinya intervensi Self-Regulation Empowerment Program dapat meningkatkan motivasi berprestasi mahasiswa non reguler Jurusan X, Universitas X.
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