The Contribution of Internal Locus of Control and Self-Concept to Career Maturity in Engineering Education

Abstract

Students are faced with the choice to continue their education to a higher level of work after completing their education, including engineering education students. However, the fact is that the students who have completed their education cannot determine the career planning direction. This phenomenon implies that students do not have career maturity, especially in entrepreneurship. Career maturity is influenced by several factors, including locus of control and self-concept. This study aims to describe the internal locus of control, self-concept, and career maturity, test the contribution of internal locus of control and self-concept towards the career maturity of engineering education students in entrepreneurship. This study used multiple regression analysis. The research sample was 218 people consisting of students at private universities in West Sumatra, Indonesia. Data collection was done by using inventory Locus of Control and Self Concept. The research findings show that: (1) on average, the description trust of internal locus of control is in the high category, (2) the self-concept is in a positive category, (3) career maturity is in the high category, (4) there is the contribution of locus of control internal to career maturity of 7.5% (R = 0.275, the significance of 0.000), (5) there is a contribution of self-concept to career maturity of 7.2% (R = 0.268, the significance of 0.000), and (6) there is a joint contribution of locus of internal control and self-concept of career maturity by 11% (R = 0.332, significance 0.000).

Motor Learning Measuring Tools: A Design and Implementation Using Sensor Technology for Preschool Education

“…Increased motor skills of preschool education can be seen from several indicators, namely, 1) Child Can Jump to the 4-way cube sequentially, 2) Jumping forward on two legs, 3) Jump to the left, right, and back, 4) Jumping in place with two legs, 5) Jump in place on one leg 3 times in a row with the left and right feet alternately, 6) The child runs through the cube in sequence, 7) Horse Running (Gallop) In a straight line, 8) Run backward in a straight line, 9) The child walks through the Cube in sequence, 10) Walking tiptoe forward with the tips of the toes, 11) Walking backward in a straight line. The results of the implementation show that the increase is not as high, of course, this is influenced by various factors, such as the family and social environment, stimulus, at school, growth, and development of children, as well as adequate nutrition [44][45][46][47][48][49][50], including mental maturity, locus of control [44][45][46][47][48][49][50]57]. Furthermore, from the results of this application, it can be seen that the jump in place on one leg 3 times in a row with the left and right feet alternately has the highest increase with a value of 85, meaning that there are already people who have the ability to do it, and there is a value of 66 which increases already good but not optimal in the aspect of jumping forward on two legs.…”

The Validation of Smart Entrepreneur Model (SEM) for Student Using Exploratory Factor Analysis (EFA)

“…The stages of statistical tests with Exploratory Factor Analysis (EFA), as for the steps according to [16,23,[30][31][32], are as follows:…”

“…The entrepreneurship index, one of the focuses in this SEM model, is entrepreneurship attitude, related to how an individual becomes an entrepreneur or works in an organization [22]. Internal locus of control, the individual's belief, is the individual who controls his way of life [16,23]. Motivation is a catalyst that encourages individuals to behave or have activities under their goals [24].…”

Designing an expert system for determining student learning styles using forward chaining in engineering education

“…Engineering education is an education that prepares graduates to be prepared and able to work in the world of work (Ganefri et al, 2017;Tasrif, 2019;Anwar, 2021). Not only ready to work but with the competence possessed by a graduate of engineering education, required to be able to open employment (Hidayat et al, 2019a(Hidayat et al, , 2019b(Hidayat et al, , 2019cHidayat et al, 2020), and entrepreneurship (Ganefri et al, 2018;Hidayat, 2017aHidayat, , 2017bHidayat, & Yuliana, 2018;Hidayat et al, 2018aHidayat et al, , 2018b. The challenges of global competition and the digital era demanding higher education more seriously to prepare graduates of engineering education (Tasrif et al, 2021).…”