The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]
DOI:
Abstract Views:
1924 times
PDF - Full Text Downloads:
1214 times
Keywords:
self-efficacy, efikasi diri, peer support, student engagement, subjective well-being
Abstract
An initial survey showed that school students at the Sekolah Menengah Atas Negeri (SMAN; State Senior High School) level in the Sidoarjo Regency of East Java Province, Indonesia, suffered low levels of student engagement (SE). This research examined the impact of subjective well-being, peer support, and self-efficacy on the student engagement of the students in the Class 10 of four SMAN in the Sidoarjo Regency. 328 students were involved in this research, filling in a survey related to the four variables of the study. The results of regression testing indicated that subjective well-being, peer support, and self-efficacy had significant influence on increases in student engagement (SE). The implication of this research was that the efforts by the school, parents, and other parties was related to attention being given, outside of improvement in the quality of the academic atmosphere. Psychological well-being, peer support, as well as increases in self-efficacy, may assist students to become actively involved in the learning process.
Survey awal menunjukkan siswa di tingkat Sekolah Menengah Atas (SMA) Kabupaten Sidoarjo memiliki student engagement (SE) yang rendah. Penelitian ini mengkaji dampak dari subjective well-being, peer support, dan efikasi diri terhadap student engagement (SE) pada siswa kelas X yang berasal dari empat Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Sidoarjo. 328 siswa terlibat dalam penelitian ini dengan mengisi survei terkait empat variabel studi. Hasil uji regresi menunjukkan bahwa subjective well-being, peer support, dan efikasi diri memberikan pengaruh signifikan terhadap peningkatan student engagement (SE). Implikasi penelitian ini adalah adanya upaya sekolah, orangtua, dan pihak lain terkait untuk memberikan perhatian di luar peningkatan kualitas atmosfir akademik. Kesejahteraan psikologik, dukungan sosial teman sebaya, maupun peningkatan efikasi diri dapat membantu siswa lebih terlibat aktif dalam proses pembelajaran.
Downloads
Download data is not yet available.
References
Amit, K. (2010). Determinants of life satisfaction among immigrants from Western countries and from the FSU in Israel. Social Indicators Research, 96(3), 515-534. https://doi.org/10.1007/s11205-009-9490-1
Arham, S. (2019). Pengaruh penyesuaian sosial, dukungan sosial teman sebaya dan locus of control terhadap school well-being mahasiswa perantau tahun pertama Universitas Airlangga di Surabaya [The effects of social adjustment, peer support, and locus of control on school well-being of nomadic students of first year Universitas Surabaya students in Surabaya] [Unpublished Master’s thesis, Universitas Airlangga]. Universitas Airlangga Repository. http://repository.unair.ac.id/94140/
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. https://psycnet.apa.org/record/1985-98423-000
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman/Times Books/Henry Holt & Co. https://psycnet.apa.org/record/1997-08589-000
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99. https://doi.org/10.1037/0021-9010.88.1.87
Betz, N. E. (2004). Contributions of self-efficacy theory to career counseling: A personal perspective. The Career Development Quarterly, 52(4), 340-353. https://doi.org/10.1002/j.2161-0045.2004.tb00950.x
Blondal, K. S., & Adalbjarnardottir, S. (2014). Parenting in relation to school dropout through student engagement: A longitudinal study. Journal of Marriage and Family, 76(4), 778-795. https://doi.org/10.1111/jomf.12125
Boudrenghien, G., & Frenay, M. (2011). La transition de l’enseignement secondaire vers l’enseignement supérieur: Rôle des représentations et motivations à l'égard de son projet de formation [Transition from high-school to college: The role of representations and motivations towards one’s educational goal]. L’Orientation Scolaire et Professionnelle, 40(2), 1-26. https://doi.org/10.4000/osp.3073
Busseri, M., Choma, B. L., & Sadava, S. W. (2012). Subjective temporal trajectories for subjective well-being. The Journal of Positive Psychology, 7(1), 1-15. https://doi.org/10.1080/17439760.2011.565784
Chafouleas, S. M., & Bray, M. A. (2004). Introducing positive psychology: Finding a place within school psychology. Psychology in the Schools, 41(1), 1-5. https://doi.org/10.1002/pits.10133
Christenson, S. L., Reschly, A. L., & Wylie, C. (2013). Handbook of research on student engagement. Springer. https://www.springer.com/gp/book/9781461420170
Deci, E. L., & Ryan. R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Demanet, J., & Van Houtte, M. (2012) School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41(4), 499-514. https://doi.org/10.1007/s10964-011-9674-2
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542
Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Antropologist, 20(3), 553-561. https://doi.org/10.1080/09720073.2015.11891759
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90-101. https://doi.org/10.1037/0003-066X.48.2.90
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. https://doi.org/10.3102/00346543059002117
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Ghozali, I. (2011). Aplikasi analisis multivariate dengan program IBM SPSS 19 (edisi 5) [Application of multivariate analysis with IBM SPSS 19 (5th ed.)]. Badan Penerbit Universitas Diponegoro. https://digilib.undip.ac.id/v2/2012/10/03/aplikasi-analisis-multivariate-dengan-program-spss/
Hagiwara, S., Maulucci, M. S. R., & Ramos, S. L. (2011). Reflections on urban science teacher-student self-efficacy dynamics. Cultural Studies of Science Education, 6(4), 999-1018. https://doi.org/10.1007/s11422-011-9362-2
Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81(3), 271-283. https://doi.org/10.1177/003804070808100303
Hamm, J. V., & Faircloth, B. S. (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 107, 61-78. https://doi.org/10.1002/cd.121
Harris, P.N., Shillingford, M. A., & Bryan, J. (2018). Factors influencing school counselor involvement in partnerships with families of color: A social cognitive exploration. Professional School Counseling, 22(1), 1-10. https://doi.org/10.1177/2156759x18814712
Headey, B., & Wearing, A. (1991). Subjective well-being: A stocks and flows framework. In F. Strack, M. Argyle, & N. Schwarz (Eds.), Subjective well-being: An interdisciplinary perspective (pp. 48-73). Pergamon Press. https://psycnet.apa.org/record/1991-97398-003
Heffner, A. L., & Antaramian, S. P. (2015). The role of life satisfaction in predicting student engagement and achievement. Journal of Happiness Studies, 17(4), 1681-1701. https://doi.org/10.1007/s10902-015-9665-1
Huang, S., Eslami, Z., & Hu, R. -J. (2010). The relationship between teacher and peer support and English-language learners’ anxiety. English Language Teaching, 3(1), 32-40. https://doi.org/10.5539/elt.v3n1p32
Inayah, R., Martono, T., & Sawiji, H. (2013). Pengaruh kompetensi guru, motivasi belajar siswa, dan fasilitas belajar terhadap prestasi belajar mata pelajaran ekonomi pada siswa kelas XI IPS SMA Negeri 1 Lasem Jawa Tengah tahun pelajaran 2011/2012 [The effects of teachers’ competence, students’ learning motivation, and learning facilities on academic achievements in the subject of economics on class XI students of SMA Negeri (government highschool) 1 in Lasem, Central Java, in the academic year of 2011/2012]. Jurnal Pendidikan Insan Mandiri, 2(1), 1-13. https://doi.org/10.20961/iman.v2i1.19638 | https://jurnal.uns.ac.id/jpim/article/view/19638
Jung, E., Hwang, W., Kim, S., Sin, H., Zhang, Y., & Zhao, Z. (2019). Relationships among helicopter parenting, self-efficacy, and academic outcome in American and South Korean college students. Journal of Family Issues, 40(18), 2849-2870. https://doi.org/10.1177/0192513x19865297
Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. Research in Middle Level Education Online, 38(8). 1-18. https://doi.org/10.1080/19404476.2015.11641184
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35(5), 679-706. https://doi.org/10.1177/0013161X99355002
Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2010). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249-262. https://doi.org/10.1007/s10964-010-9517-6
Lizzio, A., & Wilson, K. (2009). Student participation in university governance: The role conceptions and sense of efficacy of student representatives on departmental committees. Studies in Higher Education, 34(1), 69-84. https://doi.org/10.1080/03075070802602000
Maricuțoiu, L. P., & Sulea, C. (2019). Evolution of self-efficacy, student engagement and student burnout during a semester. A multilevel structural equation modeling approach. Learning and Individual Differences, 76(December), 101785. https://doi.org/10.1016/j.lindif.2019.101785
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184. https://doi.org/10.2307/1163475
Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica: Journal of the Belgian Association for Psychological Science, 47(1-2), 95-117. https://doi.org/10.5334/pb-47-1-95
Organisation for Economic Co-operation and Development [OECD]. (2017). Most teenagers happy with their lives but schoolwork anxiety and bullying an issue. OECD.org. https://www.oecd.org/newsroom/most-teenagers-happy-with-their-lives-but-schoolwork-anxiety-and-bullying-an-issue.htm
Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29(6), 891-909. https://doi.org/10.1016/j.adolescence.2006.04.011
Parsons, J., & Taylor, L. (2011). Improving student engagement. Current Issues in Education, 14(1), 1-33. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/745
Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10(5), 583-630. https://doi.org/10.1007/s10902-008-9110-9
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268
Ritonga, R. P. (2016). Gambaran student engagement siswa SMA Sultan Iskandar Muda Medan [A portrait of student engagement of SMA (high school) Sultan Iskandar Muda Medan students] [Unpublished Bachelor’s final research report, Universitas Sumatera Utara]. Repositori Institusi Universitas Sumatera Utara. http://repository.usu.ac.id/handle/123456789/58638?show=full
Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goñi, E., Esnaola, I., Goñi, A. (2016). Variables contextuales y psicológicas en un modelo explicativo del bienestar subjetivo y la implicación escolar [Contextual and psychological variables in a descriptive model of subjective well-being and school engagement]. International Journal of Clinical and Health Psychology, 16(2), 166-174. https://doi.org/10.1016/j.ijchp.2016.01.003
Ronen, T., Hamama, L., Rosenbaum, M., & Mishely-Yarlap, A. (2014). Subjective well-being in adolescence: The role of self-control, social support, age, gender, and familial crisis. Journal of Happiness Studies, 17(1), 81-104. https://doi.org/10.1007/s10902-014-9585-5
Rusmono, D. O., & Diantina, F. P. (2017). Studi korelasi adaptasi sosiokultural dengan subjective well-being mahasiswa kelompok Minang di kota Bandung [Colleration study of sociocultural adjustment with subject well-being on college students of the Minang ethnic group in the city of Bandung]. Prosiding Psikologi, 3(2), 741-747. https://doi.org/10.29313/.v0i0.7535 | http://karyailmiah.unisba.ac.id/index.php/psikologi/article/view/7535
Russel, J. E. A. (2008). Promoting subjective well-being at work. Journal of Career Assessment, 16(1), 117-131. https://doi.org/10.1177/1069072707308142
Salmela-Aro, K., & Tynkkynen, L. (2010). Trajectories of life satisfaction across the transition to post-compulsory education: Do adolescents follow different pathways? Journal of Youth and Adolescence, 39(8), 870-881. https://doi.org/10.1007/s10964-009-9464-2
Santoso, S. (2018). Mahir statistik parametrik: Konsep dasar dan aplikasi dengan SPSS [Becoming an expert in parametric statistics: Basic concepts and application with SPSS]. Elex Media Komputindo. https://elexmedia.id/detail/produk/Mahir%20Statistik%20Parametrik/9786020495415
Sarafino, E. P. (1994). Health psychology: Biopsychosocial interaction (2nd ed.). John Wiley & Sons. https://psycnet.apa.org/record/1994-97520-000
Shernoff, D. J., Ruzek, E. A., & Sinha, S. (2016). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International, 38(2), 201-218. https://doi.org/10.1177/0143034316666413
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-44). Springer Science. https://www.springer.com/gp/book/9781461420170
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571
Sugiyono. (2011). Metode penelitian kuantitatif, kualitatif, dan R&D (edisi 1) [Quantitative, qualitative, and R&D research methods (1st ed.)]. Alfabeta. http://cvalfabeta.com/product/metode-penelitian-kuantitatif-kualitatif-dan-rd-mpkk/
Trowler, V. (2010). Student engagement literature review. The Higher Education Academy. https://www.heacademy.ac.uk/system/files/StudentEngagementLiteratureReview_1.pdf
Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38(1), 1-12. https://doi.org/10.1007/s10964-007-9257-4
Vayre, E., & Vonthron, A. -M. (2017). Psychological engagement of students in distance and online learning: Effects of self-efficacy and psychosocial processes. Journal of Educational Computing Research, 55(2), 197-218. https://doi.org/10.1177/0735633116656849
Wang, M. -T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28(December), 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
Wentzel, K. R. (2012). Teacher-student relationships and adolescent competence at school. In T. Wubbels, P. den Brock, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: An overview of contemporary research (pp. 19-35). Sense Publishers. https://www.springer.com/gp/book/9789460919398
Wentzel, K. R., & Wigfield, A. (2007). Motivational interventions that work: Themes and remaining issues. Educational Psychologist, 42(4), 261-271. https://doi.org/10.1080/00461520701621103
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Weyns, T., Colpin, H., De Laet, S., Engels, M., & Verschueren, K. (2018). Teacher support, peer acceptance, and engagement in the classroom: A three-wave longitudinal study in late childhood. Journal of Youth and Adolescence, 47(6), 1139-1150. https://doi.org/10.1007/s10964-017-0774-5
Wibowo, W. P. (2019). Pengaruh konsep diri, kecerdasan emosional dan dukungan keluarga terhadap student engagement siswa Madrasah Aliyah [The effects of self-concept, emotional intelligence, and family support on student engagement on Madrasah Aliyah students] [Unpublished Master’s thesis, Universitas Airlangga]. Universitas Airlangga Repository. http://repository.unair.ac.id/83715/
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon, & R. Lerner (Eds.), Handbook of child development: Social, emotional, and personality development (pp. 933-1002). John Wiley and Sons. https://doi.org/10.1002/9780470147658.chpsy0315
Windham, C. (2005). The student’s perspective. In D. G. Oblinger, & J. L. Oblinger (Eds), Educating the net generation (pp. 5.1-5.16). EDUCAUSE. https://www.educause.edu/research-and-publications/books/educating-net-generation
Yuen, C. Y. M. (2016). Linking life satisfaction with school engagement of secondary students from diverse cultural backgrounds in Hong Kong. International Journal of Educational Research, 77, 74-82. https://doi.org/10.1016/j.ijer.2016.03.003
Zakiyah, E. Z., Humaedi, S. & Santoso, M. B. (2017). Faktor yang mempengaruhi remaja dalam melakukan bullying [Factors influencing adolescents to conduct bullying]. Prosiding Penelitian & Pengabdian Kepada Masyarakat, 4(2), 129-389. https://doi.org/10.24198/jppm.v4i2.14352
Arham, S. (2019). Pengaruh penyesuaian sosial, dukungan sosial teman sebaya dan locus of control terhadap school well-being mahasiswa perantau tahun pertama Universitas Airlangga di Surabaya [The effects of social adjustment, peer support, and locus of control on school well-being of nomadic students of first year Universitas Surabaya students in Surabaya] [Unpublished Master’s thesis, Universitas Airlangga]. Universitas Airlangga Repository. http://repository.unair.ac.id/94140/
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. https://psycnet.apa.org/record/1985-98423-000
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman/Times Books/Henry Holt & Co. https://psycnet.apa.org/record/1997-08589-000
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99. https://doi.org/10.1037/0021-9010.88.1.87
Betz, N. E. (2004). Contributions of self-efficacy theory to career counseling: A personal perspective. The Career Development Quarterly, 52(4), 340-353. https://doi.org/10.1002/j.2161-0045.2004.tb00950.x
Blondal, K. S., & Adalbjarnardottir, S. (2014). Parenting in relation to school dropout through student engagement: A longitudinal study. Journal of Marriage and Family, 76(4), 778-795. https://doi.org/10.1111/jomf.12125
Boudrenghien, G., & Frenay, M. (2011). La transition de l’enseignement secondaire vers l’enseignement supérieur: Rôle des représentations et motivations à l'égard de son projet de formation [Transition from high-school to college: The role of representations and motivations towards one’s educational goal]. L’Orientation Scolaire et Professionnelle, 40(2), 1-26. https://doi.org/10.4000/osp.3073
Busseri, M., Choma, B. L., & Sadava, S. W. (2012). Subjective temporal trajectories for subjective well-being. The Journal of Positive Psychology, 7(1), 1-15. https://doi.org/10.1080/17439760.2011.565784
Chafouleas, S. M., & Bray, M. A. (2004). Introducing positive psychology: Finding a place within school psychology. Psychology in the Schools, 41(1), 1-5. https://doi.org/10.1002/pits.10133
Christenson, S. L., Reschly, A. L., & Wylie, C. (2013). Handbook of research on student engagement. Springer. https://www.springer.com/gp/book/9781461420170
Deci, E. L., & Ryan. R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Demanet, J., & Van Houtte, M. (2012) School belonging and school misconduct: The differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41(4), 499-514. https://doi.org/10.1007/s10964-011-9674-2
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542
Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Antropologist, 20(3), 553-561. https://doi.org/10.1080/09720073.2015.11891759
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90-101. https://doi.org/10.1037/0003-066X.48.2.90
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. https://doi.org/10.3102/00346543059002117
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Ghozali, I. (2011). Aplikasi analisis multivariate dengan program IBM SPSS 19 (edisi 5) [Application of multivariate analysis with IBM SPSS 19 (5th ed.)]. Badan Penerbit Universitas Diponegoro. https://digilib.undip.ac.id/v2/2012/10/03/aplikasi-analisis-multivariate-dengan-program-spss/
Hagiwara, S., Maulucci, M. S. R., & Ramos, S. L. (2011). Reflections on urban science teacher-student self-efficacy dynamics. Cultural Studies of Science Education, 6(4), 999-1018. https://doi.org/10.1007/s11422-011-9362-2
Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81(3), 271-283. https://doi.org/10.1177/003804070808100303
Hamm, J. V., & Faircloth, B. S. (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 107, 61-78. https://doi.org/10.1002/cd.121
Harris, P.N., Shillingford, M. A., & Bryan, J. (2018). Factors influencing school counselor involvement in partnerships with families of color: A social cognitive exploration. Professional School Counseling, 22(1), 1-10. https://doi.org/10.1177/2156759x18814712
Headey, B., & Wearing, A. (1991). Subjective well-being: A stocks and flows framework. In F. Strack, M. Argyle, & N. Schwarz (Eds.), Subjective well-being: An interdisciplinary perspective (pp. 48-73). Pergamon Press. https://psycnet.apa.org/record/1991-97398-003
Heffner, A. L., & Antaramian, S. P. (2015). The role of life satisfaction in predicting student engagement and achievement. Journal of Happiness Studies, 17(4), 1681-1701. https://doi.org/10.1007/s10902-015-9665-1
Huang, S., Eslami, Z., & Hu, R. -J. (2010). The relationship between teacher and peer support and English-language learners’ anxiety. English Language Teaching, 3(1), 32-40. https://doi.org/10.5539/elt.v3n1p32
Inayah, R., Martono, T., & Sawiji, H. (2013). Pengaruh kompetensi guru, motivasi belajar siswa, dan fasilitas belajar terhadap prestasi belajar mata pelajaran ekonomi pada siswa kelas XI IPS SMA Negeri 1 Lasem Jawa Tengah tahun pelajaran 2011/2012 [The effects of teachers’ competence, students’ learning motivation, and learning facilities on academic achievements in the subject of economics on class XI students of SMA Negeri (government highschool) 1 in Lasem, Central Java, in the academic year of 2011/2012]. Jurnal Pendidikan Insan Mandiri, 2(1), 1-13. https://doi.org/10.20961/iman.v2i1.19638 | https://jurnal.uns.ac.id/jpim/article/view/19638
Jung, E., Hwang, W., Kim, S., Sin, H., Zhang, Y., & Zhao, Z. (2019). Relationships among helicopter parenting, self-efficacy, and academic outcome in American and South Korean college students. Journal of Family Issues, 40(18), 2849-2870. https://doi.org/10.1177/0192513x19865297
Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. Research in Middle Level Education Online, 38(8). 1-18. https://doi.org/10.1080/19404476.2015.11641184
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35(5), 679-706. https://doi.org/10.1177/0013161X99355002
Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2010). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249-262. https://doi.org/10.1007/s10964-010-9517-6
Lizzio, A., & Wilson, K. (2009). Student participation in university governance: The role conceptions and sense of efficacy of student representatives on departmental committees. Studies in Higher Education, 34(1), 69-84. https://doi.org/10.1080/03075070802602000
Maricuțoiu, L. P., & Sulea, C. (2019). Evolution of self-efficacy, student engagement and student burnout during a semester. A multilevel structural equation modeling approach. Learning and Individual Differences, 76(December), 101785. https://doi.org/10.1016/j.lindif.2019.101785
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184. https://doi.org/10.2307/1163475
Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica: Journal of the Belgian Association for Psychological Science, 47(1-2), 95-117. https://doi.org/10.5334/pb-47-1-95
Organisation for Economic Co-operation and Development [OECD]. (2017). Most teenagers happy with their lives but schoolwork anxiety and bullying an issue. OECD.org. https://www.oecd.org/newsroom/most-teenagers-happy-with-their-lives-but-schoolwork-anxiety-and-bullying-an-issue.htm
Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29(6), 891-909. https://doi.org/10.1016/j.adolescence.2006.04.011
Parsons, J., & Taylor, L. (2011). Improving student engagement. Current Issues in Education, 14(1), 1-33. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/745
Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10(5), 583-630. https://doi.org/10.1007/s10902-008-9110-9
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268
Ritonga, R. P. (2016). Gambaran student engagement siswa SMA Sultan Iskandar Muda Medan [A portrait of student engagement of SMA (high school) Sultan Iskandar Muda Medan students] [Unpublished Bachelor’s final research report, Universitas Sumatera Utara]. Repositori Institusi Universitas Sumatera Utara. http://repository.usu.ac.id/handle/123456789/58638?show=full
Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goñi, E., Esnaola, I., Goñi, A. (2016). Variables contextuales y psicológicas en un modelo explicativo del bienestar subjetivo y la implicación escolar [Contextual and psychological variables in a descriptive model of subjective well-being and school engagement]. International Journal of Clinical and Health Psychology, 16(2), 166-174. https://doi.org/10.1016/j.ijchp.2016.01.003
Ronen, T., Hamama, L., Rosenbaum, M., & Mishely-Yarlap, A. (2014). Subjective well-being in adolescence: The role of self-control, social support, age, gender, and familial crisis. Journal of Happiness Studies, 17(1), 81-104. https://doi.org/10.1007/s10902-014-9585-5
Rusmono, D. O., & Diantina, F. P. (2017). Studi korelasi adaptasi sosiokultural dengan subjective well-being mahasiswa kelompok Minang di kota Bandung [Colleration study of sociocultural adjustment with subject well-being on college students of the Minang ethnic group in the city of Bandung]. Prosiding Psikologi, 3(2), 741-747. https://doi.org/10.29313/.v0i0.7535 | http://karyailmiah.unisba.ac.id/index.php/psikologi/article/view/7535
Russel, J. E. A. (2008). Promoting subjective well-being at work. Journal of Career Assessment, 16(1), 117-131. https://doi.org/10.1177/1069072707308142
Salmela-Aro, K., & Tynkkynen, L. (2010). Trajectories of life satisfaction across the transition to post-compulsory education: Do adolescents follow different pathways? Journal of Youth and Adolescence, 39(8), 870-881. https://doi.org/10.1007/s10964-009-9464-2
Santoso, S. (2018). Mahir statistik parametrik: Konsep dasar dan aplikasi dengan SPSS [Becoming an expert in parametric statistics: Basic concepts and application with SPSS]. Elex Media Komputindo. https://elexmedia.id/detail/produk/Mahir%20Statistik%20Parametrik/9786020495415
Sarafino, E. P. (1994). Health psychology: Biopsychosocial interaction (2nd ed.). John Wiley & Sons. https://psycnet.apa.org/record/1994-97520-000
Shernoff, D. J., Ruzek, E. A., & Sinha, S. (2016). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International, 38(2), 201-218. https://doi.org/10.1177/0143034316666413
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-44). Springer Science. https://www.springer.com/gp/book/9781461420170
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571
Sugiyono. (2011). Metode penelitian kuantitatif, kualitatif, dan R&D (edisi 1) [Quantitative, qualitative, and R&D research methods (1st ed.)]. Alfabeta. http://cvalfabeta.com/product/metode-penelitian-kuantitatif-kualitatif-dan-rd-mpkk/
Trowler, V. (2010). Student engagement literature review. The Higher Education Academy. https://www.heacademy.ac.uk/system/files/StudentEngagementLiteratureReview_1.pdf
Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38(1), 1-12. https://doi.org/10.1007/s10964-007-9257-4
Vayre, E., & Vonthron, A. -M. (2017). Psychological engagement of students in distance and online learning: Effects of self-efficacy and psychosocial processes. Journal of Educational Computing Research, 55(2), 197-218. https://doi.org/10.1177/0735633116656849
Wang, M. -T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28(December), 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
Wentzel, K. R. (2012). Teacher-student relationships and adolescent competence at school. In T. Wubbels, P. den Brock, J. van Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: An overview of contemporary research (pp. 19-35). Sense Publishers. https://www.springer.com/gp/book/9789460919398
Wentzel, K. R., & Wigfield, A. (2007). Motivational interventions that work: Themes and remaining issues. Educational Psychologist, 42(4), 261-271. https://doi.org/10.1080/00461520701621103
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Weyns, T., Colpin, H., De Laet, S., Engels, M., & Verschueren, K. (2018). Teacher support, peer acceptance, and engagement in the classroom: A three-wave longitudinal study in late childhood. Journal of Youth and Adolescence, 47(6), 1139-1150. https://doi.org/10.1007/s10964-017-0774-5
Wibowo, W. P. (2019). Pengaruh konsep diri, kecerdasan emosional dan dukungan keluarga terhadap student engagement siswa Madrasah Aliyah [The effects of self-concept, emotional intelligence, and family support on student engagement on Madrasah Aliyah students] [Unpublished Master’s thesis, Universitas Airlangga]. Universitas Airlangga Repository. http://repository.unair.ac.id/83715/
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon, & R. Lerner (Eds.), Handbook of child development: Social, emotional, and personality development (pp. 933-1002). John Wiley and Sons. https://doi.org/10.1002/9780470147658.chpsy0315
Windham, C. (2005). The student’s perspective. In D. G. Oblinger, & J. L. Oblinger (Eds), Educating the net generation (pp. 5.1-5.16). EDUCAUSE. https://www.educause.edu/research-and-publications/books/educating-net-generation
Yuen, C. Y. M. (2016). Linking life satisfaction with school engagement of secondary students from diverse cultural backgrounds in Hong Kong. International Journal of Educational Research, 77, 74-82. https://doi.org/10.1016/j.ijer.2016.03.003
Zakiyah, E. Z., Humaedi, S. & Santoso, M. B. (2017). Faktor yang mempengaruhi remaja dalam melakukan bullying [Factors influencing adolescents to conduct bullying]. Prosiding Penelitian & Pengabdian Kepada Masyarakat, 4(2), 129-389. https://doi.org/10.24198/jppm.v4i2.14352
Published
2021-01-25
How to Cite
Nurmalita, T., Yoenanto, N. H., & Nurdibyanandaru, D. (2021). The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]. ANIMA Indonesian Psychological Journal, 36(1). https://doi.org/10.24123/aipj.v36i1.2879
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in ANIMA are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful, non-commercial purpose in any medium, provided you give appropriate credit to ANIMA and the original Author(s), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective Author(s), without restrictions. A non-exclusive license is granted to ANIMA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
By publishing in ANIMA, Author(s) grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
