ERIKA DOSISTA, . (2025) PENGARUH STRES AKADEMIK DAN REGULASI DIRI TERHADAP PROKRASTINASI AKADEMIK DI SMK NEGERI 48 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh stres akademik dan regulasi diri terhadap prokrastinasi akademik pada siswa SMK Negeri 48 Jakarta. Penelitian menggunakan pendekatan kuantitatif dengan metode survei. Sampel berjumlah 270 siswa yang dipilih melalui proportional random sampling. Instrumen terdiri dari tiga skala, yaitu prokrastinasi akademik, stres akademik, dan regulasi diri yang telah diuji validitas dan reliabilitasnya. Teknik analisis data menggunakan regresi berganda, didahului dengan uji asumsi klasik. Hasil penelitian menunjukkan bahwa: (1) stres akademik berpengaruh positif dan signifikan terhadap prokrastinasi akademik (β = 0,326; p < 0,05); (2) regulasi diri berpengaruh negatif dan signifikan terhadap prokrastinasi akademik (β = -0,504; p < 0,05); dan (3) stres akademik dan regulasi diri secara simultan berpengaruh signifikan terhadap prokrastinasi akademik (F = 241,569; p < 0,05). Nilai Adjusted R² sebesar 0,642, yang berarti variabel bebas menjelaskan 64,2% variasi prokrastinasi akademik. Temuan ini menegaskan bahwa stres tinggi meningkatkan kecenderungan menunda tugas, sedangkan regulasi diri yang baik dapat menurunkannya. Indikator yang memberikan kontribusi tertinggi pada masing-masing variabel adalah reaksi fisiologis (stres akademik), performance control (regulasi diri), dan kemalasan (prokrastinasi akademik). ***** This study aims to determine the influence of academic stress and self-regulation on academic procrastination among students at SMK Negeri 48 Jakarta. The research employed a quantitative approach using a survey method. A total of 270 students were selected through proportional random sampling. The instruments consisted of three scales: academic procrastination, academic stress, and self-regulation, all of which were tested for validity and reliability. Data analysis was conducted using multiple regression, preceded by classical assumption testing. The results showed that: (1) academic stress has a positive and significant effect on academic procrastination (β = 0.326; p < 0.05); (2) self-regulation has a negative and significant effect on academic procrastination (β = -0.504; p < 0.05); and (3) academic stress and self-regulation simultaneously have a significant effect on academic procrastination (F = 241.569; p < 0.05). The Adjusted R² value is 0.642, indicating that the independent variables explain 64.2% of the variance in academic procrastination. These findings confirm that high academic stress increases the tendency to procrastinate, while good self-regulation can reduce it. The highest contributing indicators for each variable are physiological reactions (academic stress), performance control (self-regulation), and laziness (academic procrastination).
Item Type: | Thesis (Sarjana) |
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Additional Information: | 1) . Dr. Rr Sri Kartikowati, M.A., M.Bus. ; 2). Ervina Maulida, S.Pd., MBA. |
Subjects: | Pendidikan > Bimbingan dan Konseling Pendidikan > Evaluasi Pendidikan Pendidikan > Psikologi Pendidikan Pendidikan > Pendidikan Kejuruan dan Sekolah Kejuruan |
Divisions: | FE > S1 Pendidikan Administrasi Perkantoran |
Depositing User: | erikadosista22@gmail.com . |
Date Deposited: | 07 Aug 2025 01:48 |
Last Modified: | 07 Aug 2025 01:48 |
URI: | http://repository.unj.ac.id/id/eprint/58493 |
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