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dc.contributor.authorKirana, Aulia
dc.contributor.authorMoordiningsih
dc.date.accessioned2013-09-30T02:35:16Z
dc.date.available2013-09-30T02:35:16Z
dc.date.issued2010-05
dc.identifier.citationAzwar, S. (2008a). Reliabilitas dan validitas (edisi ke VIII). Yogyakarta: Pustaka Pelajar Chaplin, J. P. (2005). Kamus lengkap psikologi (alih bahasa : Dr. Kartini Kartono). Jakarta : PT Raja Grafi ndo Persada Cheng, S.T., Chan, A.C.M. (2004). The multidimensional scale of perceived social support: dimension- ality and age and gender differences in adolescents. Artikel. DOI:10.1016/j.paid.2004.01.006. Diunduh melalui http://mrvar.fdv.uni-lj.si/sola/info4/tina/clanki/vadnal_izabel.pdf. Elias, R.Z. (2008). Anti-intelectual attitudes and academic self-effi cacy among business students. Journal of education for business. 110-116. Kim, U., Yang, K.S., Hwang, K.K.(2010). Indigeneous and cultural psychology : memahami orang dalam konteksnya. Jakarta : PT Pustaka Pelajar Marjoribanks, K. (1982). The relationship of children’s academic achievement to social status and family learning environment. Educational and Psychological Measurement. 42. 651-655. DOI:10.1177/001316448204200230. Diunduh melalui epm.sagepub.com/con- tent/42/2/651. Pajares, F. (2002). Overview of social cognitive theory and of self effi cacy. Artikel. Diunduh melalui http://www.emory.edu/EDUCATION/mfp/eff.html. Sahputra, N. (2009). Hubungan konsep diri dengan prestasi akademik mahasiswa S1 keperawatan semester 3 kelas ekstensi psik fk usu medan. Skripsi Diunduh melalui http:// repository. usu.ac.id/bitstream/123456789/14291/1/09E00579.pdf. Sarason, I.G., Levine, H.M., Basham, R.B., Sarason, B.R. (1983). Assesing social support : The social support questionnaire. Journal of Personality and Social Psychology. 44(1). 127139. DOI:0022-3514/83/4401-0127800.75. Diunduh melalui http://web.psych.washington. edu/research/sarason/fi les/SocialSupportQuestionnaire.pdf.en_US
dc.identifier.issn0854-2880
dc.identifier.urihttp://hdl.handle.net/11617/3509
dc.description.abstractThis study aims to determine the relationship between self effi cacy and social support with academic achievement of students, the role of self effi cacy on academic achievement and the role of social support to academic achievement. There are 86 subjects, drawn from the population of faculty psychology students Muhammadiyah University of Surakarta. The instrument were self-effi cacy scale from Elias (2008), Multidimensional Scale of Perceived Social Support formulated by Zimet, Dahlem, Zimet & Farley (1988) and documentation of GPA. Data were analyzed using regression analysis with two predictors. The results showed that there are relation between self effi cacy and social support with academic achievement with correlation coeffi cient (R) equal to 0.310, p = 0.015 (p <0.05) and the effective contribution of 9.6%. The role of self effi cacy on academic achievement is about 7.3% with the dominant aspect from level and strength, while aspects of the generality does not contribute signifi cantly. The role of social support on academic achievement of 7.1% with the dominant factor are friend’s support and family support, while support from signifi cant others does not contribute signifi cantly.en_US
dc.publisherUMSen_US
dc.subjectself efficacyen_US
dc.subjectsocial supporten_US
dc.subjectacademic achievementen_US
dc.titleStudi Korelasi Efikasi Diri dan Dukungan Sosial dengan Prestasi Akademik: Telaah pada Siswa Perguruan Tinggien_US
dc.typeArticleen_US


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