Peran Emotional Interference Terhadap Organization of Study Pada Mahasiswa: Peran Mediasi Prokrastinasi Akademik Dalam Model Self-Regulated Learning

Nadira Putri Andria; Fitri Arlinkasari

doi:10.24854/jps.v12i1.4069

Penulis

Nadira Putri Andria Fakultas Psikologi Universitas YARSI
Fitri Arlinkasari Fakultas Psikologi Universitas YARSI

https://doi.org/10.24854/jps.v12i1.4069

Kata Kunci:

self-regulated learning, prokrastinasi akademis, mahasiswa

Abstrak

Pandemi COVID-19 menyebabkan perubahan besar dalam sistem pendidikan dengan pembelajaran daring sebagai solusi. Self-Regulated Learning (SRL) yang baik menjadi penting dalam pembelajaran daring. Penelitian ini bertujuan untuk mengetahui peran mediasi dari prokrastinasi akademik terhadap emotional interference pada organization of study pada mahasiswa yang mengikuti perkuliahan secara daring dan mengetahui peran emotional interference terhadap organization of study. Metode penelitian yang digunakan adalah kuantitatif non-eksperimental. Subjek penelitian terdiri dari 153 mahasiswa aktif yang pernah mengikuti perkuliahan daring di wilayah Jabodetabek. Alat ukur yang digunakan meliputi Difficulties in Engaging Goal-Directed Behavior (GOALS), Cognitive and Metacognitive Strategies: Organization dan Academic Procrastination Scale (APS). Hasil penelitian menunjukkan emotional interference memiliki efek langsung yang negatif dan signifikan terhadap organization of study (β = -0. 069, p=0.003). Emotional interference berperan positif secara signifikan kepada prokrastinasi akademik (β =0.142, p<.001). Variabel mediasi yaitu prokrastinasi akademik memiliki efek negatif yang signifikan kepada organization of study (β =-0.275, p=.001). Terdapat efek tidak langsung emotional interference ke organization of study negatif yang signifikan dengan jalur emotional interference ke prokrastinasi akademik dan prokrastinasi akademik ke organization of study (β = -0.039, p=0.003). Terdapat jalur total (β = -0.108, p<.001). Hasil penelitian menunjukkan prokrastinasi akademik dapat berperan menjadi variabel mediasi, dan emotional interference berperan secara negatif dan signifikan dalam memprediksi organization of study.

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