Flow Academic of Students in Muhammadiyah High Schools in Yogyakarta, Indonesia: Role of Peer Attachment and Self-Regulated Learning
Abstract
This study aims to ascertain the influence of peer attachment and self-regulated learning on the academic flow of students at Muhammadiyah senior high schools in Yogyakarta, Indonesia. This study employed a quantitative research methodology. The study sample consisted of 255 twelfth-grade students of the Muhammadiyah High Schools, selected using the stratified random sampling technique. For the measurement, three psychological scales were employed, including the academic flow scale, the peer attachment scale, and the self-regulated learning (SRL) scale. The data were analyzed using multiple linear regression, with the assistance of the SPSS for Windows 23.0 program. The results of the primary hypothesis yielded an R-squared value of 0.603 with a p-value of 0.000 (p < 0.01), indicating that peer attachment and self-regulated learning exert a significant influence on academic flow. The first minor hypothesis test yielded a t-value of 2.189, with a p-value of 0.030, which is less than 0.05. The second minor hypothesis test yielded a t-value of 9.779 and a p-value of 0.000, indicating a statistically significant result (p < 0.01). The statistical results demonstrate that peer attachment and self-regulated learning have a significant impact on academic flow, with each factor exerting a positive influence. The results demonstrate that self-regulated learning makes a significant contribution to academic flow, accounting for 32.67% of the variance. Similarly, peer attachment is found to have a notable impact on academic flow, explaining 3.70% of the variation.
References
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Ramadina, M., Rusli, R., & Achmad, R. (2022). Hubungan Antara Kelekatan Teman Sebaya dengan Flow Akademik pada Siswa Menengah Atas. Didaktika: Jurnal Kependidikan, 16(2), 145–156. https://doi.org/10.30863/didaktika.v16i2.3194
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Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132(1), 98–131.
Salanova, M., Bakker, A. B., & Llorens, S. (2006). Flow at work: Evidence for an upward spiral of personal and organizational resources. Journal of Happiness Studies, 7(1), 1–22. https://doi.org/10.1007/s10902-005-8854-8.
Santrock, J. W. (2012). Perkembangan Masa-Hidup edisi ketigabelas jilid 1. Erlangga
Saputra, W. N. E., Alhadi, S., Supriyanto, A., Woretna, C. D., Baqiyatussolihat. B. (2018). Perbedaan Self-Regulated Learning Siswa Sekola Menengah Kejuruan Berdasarkan Jenis Kelamin. Jurnal Kajian Bimbingan dan Konseling, 3(3), 131–138 https://doi.org/10.17977/um001v3i32018p131
Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. New Directions for Child and Adolescent Development, 2001(93), 73–87. https://doi.org/10.1002/cd.26
Shernoff, D. J., Csikszentmihaly, M., Schneider, B., & Shernoff, E. S. (2003). Students Engagement in High School Classrooms from the Perspective of Flow Theory. School Psychology Quarterly, 18(2), 158–176.
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Usman, N. R., Lukman., & Akmal. N. (2023). Peran Regulasi Diri Belajar terhadap Flow Akademik pada Mahasisiwa yang sedang Mengerjakan Skripsi. Psikoislamika: Jurnal Psikologi Islam, 20(1), 538–549. https://doi.org/10.18860/psikoislamika.v20i1.18077
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
Wigfield, A., Byrnes, J. P., & Eccles, J. S. (2006). Development during early and middle adolescence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (pp. 87–113). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation Academic Press. (13–39). https://doi.org/10.1016/B978-012109890-2/50031-7
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
Zimmerman, B.J (1989). A Social Cognitive View of Self-Regulated Academik Learning. Jurnal of Educational Psychology, 81(3), 329–339. https://doi.org /10.1037/0022-0663.81.3.329
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encourage Self-regulated Learning in the Classroom.
Amira, R. d., & Muhid, A. (2020). Self-Regulated Learning, Self-esteem, Dukungan Sosial dan Flow Akademik. Indonesian Psychological research, 2(2), 65–74. https://doi.org/10.29080/ipr.v2i2.393
Armsden, G.C., & Greenberg, M.T. (1987). The Inventory of Parent and Peer Attachment: Individual Differences and Their relationship to Psychological Well-Being in Adolescence. Jurnal of Youth and Adolescence. 16(5), 427–454
Barrett, T. (2010). The problem‐based learning process as finding and being in flow. Innovations in Education and Teaching International, 47(2), 165–174.
Baumann, N., & Scheffe R, D. (2010). Seeking flow in the achievement domain: The achievement flow motive behind flow experience. Journal Motivation and Emotion, 35 (3), 267–284. https://doi.org/10.1007/s11031-010-9195-4.
Bidjerano, T. (2005). Gender differences in self-regulated learning. Paper presented at the Annual Meeting of the Northeastern Educational Research Association, October 19–21, Kerhonkson, NY, USA
Bowlby, J. (1982). Attachment and loss: Retrospect and prospect. American Journal of Orthopsychiatry, 52(4), 664–678. https://doi.org/10.1111/j.1939-0025.1982.tb01456.x
Csikszentmihalyi. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row, Publisher
Delfino, M. & Persico, D. (2011). Self-Regulated Learning. In I. Management Association (Ed.), Instructional Design: Concepts, Methodologies, Tools and Applications (359–374). IGI Global. https://doi.org/10.4018/978-1-60960-503-2.ch211
Dinsmore, D. L., & Alexander, P. A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24(4), 499–567. https://doi.org/10.1007/s10648-012-9198-7
Eccles, J. S. (1994). Understanding women's educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly, 18(4), 585–609. https://doi.org/10.1111/j.1471-6402.1994.tb01049.x
Hidayah, N., M. (2020) Hubungan antara Iklim dan Self-regulated Learning dengan Flow Akademik pada Siswa Sekolah Menengah Pertama (Skripsi Fakultas Psikologi, Universitas Ahmad Dahlan Yogyakarta). Eprints.uad.ac.id https://eprints.uad.ac.id/17227/1/upload%20naskah%20publikasi.pdf
Kuo, Y.-C., & Hwang, G.-J. (2014). A hybrid approach to promoting students’ web-based problem-solving competence and learning attitude. Computers & Education, 71, 33–41. https://doi.org/10.1016/j.compedu.2013.09.013
Magfiroh, A., Sumiati, A., & Zulaihati, S. (2022). Pengaruh Self-Regulated Learning, Lingkungan Teman Sebaya dan Task Aversiveness terhadap Prokrastinasi Akademik pada Mahasiswa S1 Program Studi kependidikan 2018 fakultas Ekonomi Universitas Negeri Jakarta. Indonesian Journal of Ekonomi, Business, Entrepreneurship and Finance, 2(1), 69–75. https://doi.org/10.53067/ijebef
Mu’arifah, A., Muyana, S., Nanda, E. S. W., & Sehu, M, Z. (2020). Pengaruh Attchment dan Harga Diri terhadap Regulasi Emosi Siswa. Jurnal Kajian Bimbingan dan Konseling, 5(1), 9–17. https://doi.org/10.17977/um001v5i12020p009
Nastiti, D., & Cahyani, C, N. (2022). Dukungan Sosial Teman Sebaya dan Flow Akademik pada Mahasiswa Psikologi Universitas Muuhammadiyah Sidoarjo. HELPER: Jurnal Bimbingan dan Konseling, 39(1), 13–21. https://www.semanticscholar.org/reader/e6f3e062c103c5a4a2b706150057368b2359e57b
Paryontri, R.A., Affandi, G. R., & Suprapti, S. (2021) Peran School well-Being pada Flow Akademik Siswa Sekolah Menengah Pertama. PSIKODIMENSIA Kajian Ilmiah Psikologi, 20(2), 196–206. https://doi.org/10.24167/psidim.v20i2.3708
Periantolo. J. (2019). Penelitian Kuantitaif untuk Psikologi. Yogyakarta: Pustaka Pelajar
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.26858/jppk.v6i1.10792
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. https://www.researchgate.net/publication/271429287_A_Manual_for_the_U se_of_the_Motivated_Strategies_for_Learning_Questionnaire_MSLQ
Prihandrijani, E. (2016). Pengaruh Motivasi berprestasi terhadap Flow Akademik pada siswa SMA X di Surabaya. (Tesis Universitas Airlangga, Surabaya, Indonesia). https://repository.unair.ac.id/46847/
Rahma, K.A., & Affandi, G, R. (2022). The Relationship Between Academik Regulated And Academik Flow In Junior High School Students. Academia Open, 6. https://doi.org/10.21070/acopen.6.2022.2693
Ramadina, M., Rusli, R., & Achmad, R. (2022). Hubungan Antara Kelekatan Teman Sebaya dengan Flow Akademik pada Siswa Menengah Atas. Didaktika: Jurnal Kependidikan, 16(2), 145–156. https://doi.org/10.30863/didaktika.v16i2.3194
Rohmatul, M., & Jainudin, J. (2019). Peer attachment dan student engagement pada siswa pondok pesantren. Jurnal Penelitian Psikologi, 10(2), 44–50. https://doi.org/10.29080/jpp.v10i2.239
Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132(1), 98–131.
Salanova, M., Bakker, A. B., & Llorens, S. (2006). Flow at work: Evidence for an upward spiral of personal and organizational resources. Journal of Happiness Studies, 7(1), 1–22. https://doi.org/10.1007/s10902-005-8854-8.
Santrock, J. W. (2012). Perkembangan Masa-Hidup edisi ketigabelas jilid 1. Erlangga
Saputra, W. N. E., Alhadi, S., Supriyanto, A., Woretna, C. D., Baqiyatussolihat. B. (2018). Perbedaan Self-Regulated Learning Siswa Sekola Menengah Kejuruan Berdasarkan Jenis Kelamin. Jurnal Kajian Bimbingan dan Konseling, 3(3), 131–138 https://doi.org/10.17977/um001v3i32018p131
Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. New Directions for Child and Adolescent Development, 2001(93), 73–87. https://doi.org/10.1002/cd.26
Shernoff, D. J., Csikszentmihaly, M., Schneider, B., & Shernoff, E. S. (2003). Students Engagement in High School Classrooms from the Perspective of Flow Theory. School Psychology Quarterly, 18(2), 158–176.
Sinnott, J. D. (2008). Developmental Theories Through the Life Cycle. John Wiley & Sons.
Sugiyono. (2019). Metode Penelitian dan pengembangan (Research and development/ R&D). Bandung: Alfabeta
Usman, N. R., Lukman., & Akmal. N. (2023). Peran Regulasi Diri Belajar terhadap Flow Akademik pada Mahasisiwa yang sedang Mengerjakan Skripsi. Psikoislamika: Jurnal Psikologi Islam, 20(1), 538–549. https://doi.org/10.18860/psikoislamika.v20i1.18077
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
Wigfield, A., Byrnes, J. P., & Eccles, J. S. (2006). Development during early and middle adolescence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (pp. 87–113). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation Academic Press. (13–39). https://doi.org/10.1016/B978-012109890-2/50031-7
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
Zimmerman, B.J (1989). A Social Cognitive View of Self-Regulated Academik Learning. Jurnal of Educational Psychology, 81(3), 329–339. https://doi.org /10.1037/0022-0663.81.3.329
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encourage Self-regulated Learning in the Classroom.
Authors
Ramli, Y. K., & Mu’arifa, A. (2024). Flow Academic of Students in Muhammadiyah High Schools in Yogyakarta, Indonesia: Role of Peer Attachment and Self-Regulated Learning. Buletin Konseling Inovatif, 4(2), 142–149. https://doi.org/10.17977/um059v4i22024p142-149
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