International Journal of Islamic Educational Psychology

Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement

2024-11-05T08:07:02+07:00

Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies.

The Role of Self-Efficacy and Religiosity in Determining Female Teachers' Resilience

2024-11-28T09:30:00+07:00

Resilience is a crucial element in helping teachers manage various pressures and demands stemming from dual roles as educators and homemakers. This study aims to examine the influence of self-efficacy and religiosity on resilience, as well as to test the moderating role of religiosity in the relationship between self-efficacy and resilience. The study involved 167 female teachers from state madrasahs in Medan City as respondents. Data collection was conducted through a survey using online questionnaires employing three measurement tools: the General Self-Efficacy Scale (GSES), the Short Muslim Belief and Practice Scale (Short-MPBS), and the Connor-Davidson Resilience Scale-25 (CD-RISC-25). Data analysis was carried out using Structural Equation Modeling (SEM). This research offers novel insights into understanding resilience among female madrasah teachers by introducing religiosity as a moderating variable. The findings indicated that: 1) there is a positive relationship between self-efficacy, religiosity, and resilience; 2) religiosity does not moderate the relationship between self-efficacy and resilience. This study reveals that although religiosity serves as spiritual support, the dominance of self-efficacy highlights the importance of tangible actions in overcoming challenges. The study underscores the significance of building self-efficacy and provides new insights into developing support strategies for female madrasah teachers. Field data support the hypotheses.

Self-Regulation as a Mediator Between Learning Motivation and Academic Procrastination in Students Who Are Preparing a Thesis

2024-10-21T12:09:00+07:00

Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academic procrastination scale, and the self-regulation scale. The data analysis in this study uses a path analysis technique with the partial least square structural equation model (PLS-SEM). The program or software used to conduct the analysis is SmartPLS 4. The results showed that self-regulation played a mediator between learning motivation and academic procrastination, with a significance value of 0.001 (p<0.05). Coefficient Test -0.242 (p-Value,0.001<0.05). Regulation partially mediates the relationship between learning motivation and academic procrastination. The conclusion of this study states that self-regulation plays an important role in mediating the relationship between learning motivation and academic procrastination in students. In other words, the ability to self-regulate effectively can help students overcome the tendency to delay completing academic assignments.

Self-regulated Learning as a Mediator between Authoritative Parenting and Academic Achivement of Junior high School Students

2024-11-07T22:00:22+07:00

This research begins with a situation that shows the low academic achievement of junior high school students. Self-regulated learning and authoritative parenting are supporting factors that produce students with good academic achievement. Therefore, this research aims to show the influence of self-regulated learning as a mediator between authoritative parenting and learning achievement in junior high school students in Depok District. This research approach was quantitative research using survey methods. This research was conducted in Depok District, Sleman Regency, with a sample of 303 students. Data collection techniques used cluster random sampling, with research instruments on the scales of authoritative parenting and self-regulated learning. The validity test used total score results (r), and the reliability test used Cronbach's Alpha, with an authoritative parenting style scale value of 0.862 and a self-regulated learning scale of 0.879. In addition, data analysis techniques were carried out using regression with PROCESS v4 for SPSS by Andrew F. Hayes. The research results show that self-regulated learning acts as a mediator between authoritative parenting and learning achievement. In this research, path c had a higher coefficient of 0.4181, and path c' was lower at 0.2501. Based on both, the regression coefficient c' decreased, proving the existence of partial mediation. It can be concluded that there is a partial mediation effect of self-regulated learning from authoritative parenting on learning achievement.

Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students

2024-12-27T12:55:05+07:00

Academic motivation plays a very important role in the student's learning process, influencing various aspects of development. This study aims to see academic motivation in students in terms of mindfulness, emotional intelligence, and gender. This study is a quantitative study with an ex-post facto approach using multiple linear regression tests and using independent sample T tests to compare academic motivation based on gender. The number of samples in the study was 375 high school students using simple random sampling techniques. The results of this study indicate that there is a significant positive influence between mindfulness and emotional intelligence on academic motivation with a significance value of .000 (<.05) and affects academic motivation by 69.0%. Comparison of academic motivation based on gender found that men are higher than women with a mean difference of 1.78 with a significance of .004 which shows a significant difference. This study shows that mindfulness and emotional intelligence are significant predictors of academic motivation in high school students. Mindfulness allows students to be more focused and aware of the learning process, thus reducing distractions and increasing academic engagement. Meanwhile, emotional intelligence helps students manage emotions, deal with academic stress, and build positive relationships, which in turn support motivation to learn.

The Relationship Between Nomophobia and Boredom Intolerance in the Use of Social Media among Generation Z Muslim Students

2024-12-07T22:21:56+07:00

This study explores the relationship between nomophobia and boredom intolerance among Generation Z Muslim students who are active social media users. The increasing prevalence of smartphone dependency has been linked to anxiety disorders such as nomophobia while also exacerbating the inability to tolerate boredom, particularly in digital contexts. This study used a quantitative method with a survey approach, utilizing the Nomophobia Questionnaire (NMP-Q) and the Boredom Proneness Scale (BPS) to measure these variables among 47 randomly selected participants. The data were analyzed using simple linear regression, revealing a significant positive correlation between nomophobia and boredom intolerance: as nomophobia levels increased, tolerance for boredom decreased. This research highlights the growing concern about smartphone overreliance and its psychological effects on Generation Z. Given the crucial role of social media in the daily lives of these students, understanding the psychological dynamics at play offers insights into developing targeted interventions to reduce smartphone dependence and improve emotional regulation. The findings contribute to the broader discourse on mental health in the digital age, emphasizing the importance of fostering greater awareness of the psychological risks associated with excessive smartphone use and suggesting strategies for enhancing students' emotional resilience. Future research should investigate the cultural and social factors influencing these behaviors further to develop more effective interventions.

Case Management of Counseling Guidance for Inmates Experience Stress During Early Coaching

2024-11-11T12:20:51+07:00

The phenomenon of stress in prisoners is currently an urgency for various researchers. This stress occurs because it is experienced due to changes in the atmosphere of the general public, but entering a criminal facility makes them feel uncomfortable, starting from mental pressure, anxiety, anti-social behavior, and even suicide due to stress. Therefore, there is a need for case management so that inmates can face situations of stress and fear when undergoing initial formation in state detention centers. This study used a qualitative research method with a case study research design, employing observation, study documentation, and interviews for data collection. There were 6 informants, 1 of whom was a prisoner, along with 1 guard officer, 1 registration officer, and 3 inmates. This research emphasizes interactive data analysis and qualitative confirmation of source triangulation results. The object of research lies in how prisoners can undergo an excellent initial coaching period to manage stressful situations and fears. The results of this research indicate that correctional guardians have a role in providing counseling guidance on the stress of inmates during initial training at the Painan Detention Center, where the stress levels of inmates are very high. The effective counseling guidance methods or techniques used include a religious approach to reduce stress on inmates during the initial training period. This action seeks to reduce stress levels and provide assistance to prisoners. This research presents a novelty that lies in the experience of stress management during the initial guidance of inmates.

Exploring Life Satisfaction as a Bridge Between Taqwa and Psychological Well-Being in Muslim Adolescents

2024-12-27T11:38:33+07:00

Life satisfaction is a crucial component of psychological well-being, and its role as a mediator between religious practices, such as taqwa, and overall mental health in Muslim adolescents is an emerging area of interest. The research aims to bridge the gap in understanding how religious values, particularly the love and fear of Allah, influence life satisfaction and psychological well-being. A mixed-methods approach with a convergent parallel design was employed to collect both quantitative and qualitative data. Quantitative data were gathered using validated scales. Qualitative data were obtained through open-ended questions to capture personal experiences. Structural Equation Modeling (SEM) was utilized to assess the direct and indirect relationships between variables, while qualitative analysis provided a contextual understanding of the quantitative findings. The quantitative analysis revealed that taqwa positively influenced both life satisfaction (path coefficient = 0.191, p < 0.001) and psychological well-being (path coefficient = 0.134, p = 0.005). Life satisfaction was found to significantly mediate the relationship between taqwa and psychological well-being, amplifying the beneficial effects of faith. However, the fear of Allah was not directly associated with psychological well-being and may contribute to anxiety when not balanced with love for Allah. Qualitative responses emphasized that authentic spiritual engagement, such as the love and worship of Allah, fostered peace and happiness among students. The findings highlight the importance of nurturing love, hope, and gratitude toward Allah, suggesting that faith-based programs should emphasize these aspects to improve mental health. This research can inform the development of emotional resilience and spiritual fulfillment programs in Islamic boarding schools.

Hope and Religiosity as Determinants of Subjective Well-Being among Students at the Islamic Boarding School

2024-11-06T15:07:39+07:00

The inability to overcome academic challenges in boarding schools may lead to adverse health outcomes and negatively impact students' subjective well-being. One potential approach to enhance subjective well-being is through the cultivation of hope and religiosity. The purpose of this study is to prove the relationship between hope and religiosity on the subjective well-being of students. The research was conducted using quantitative methods with the help of the SPSS application. The sample was selected through cluster random sampling with the criteria of students who also live in Islamic boarding schools and are 18–25 years old. A Likert-scale questionnaire was administered to 334 students to collect data. The research location is in the Special Region of Yogyakarta. The instruments used in this study include the Satisfaction of Life Scale (SWLS), the Positive and Negative Affect Scale (PANAS), the Hope Scale, and the Religiosity Scale. The final analysis for the hypothesis test was carried out by multiple linear regression analysis, which had previously been carried out in prerequisite tests. The results indicated that the three hypotheses were supported, demonstrating a significant and positive correlation between hope and religiosity on the subjective well-being of Mahasantri. Furthermore, the two independent variables individually influenced the dependent variable. The practical contribution of hope and religiosity to subjective well-being was 40.2%, suggesting that these factors play a substantial role in enhancing the subjective well-being of students. The study revealed that the effect of hope (33.5%) was more pronounced than that of religiosity (17.8%), which can be attributed to hope possessing two crucial aspects in goal attainment that religiosity lacks: the development of planning and the capacity for self-motivation.