The Influence Of Self-Efficacy And Social Support Toward Self-Regulation On Traditional Dancers

Agia Rahmah; Gazi Gazi

The Influence Of Self-Efficacy And Social Support Toward Self-Regulation On Traditional Dancers

Agia Rahmah, Gazi Gazi

Abstract

Dancers often feel things that could affect the movement of a dance as on when we get emotion dancer disturbances often unstable, a lack of concentration when dancers perform thus reducing penghayatan to motion in a dance and the importance of a proper partnership between dancer (if in one team). Penelitian aims to understand is there the influence of self-efficacy (initiative, Effort, and persistence) and social support (guidance, reassurance of worth, social integration, attachment , nurturance, and reliable alliance) against regulations themselves and traditional dancers. This study using methods of multiple regression analysis as the proportion of respondents as many as 201 members of traditional dance studio. A measuring instrument used was the self-regulation questionnaire, general self-efficacy scale (gses-12), the social provision scale. The results of the hypothesis minor show a variable that has the influence of a significant impact on regulations self is effort, reassurance of worth, social integration, attachment, and nurturance.

Penari sering merasakan hal-hal yang dapat mempengaruhi gerakan dari sebuah tarian seperti pada saat tampil gejolak emosi penari sering tidak stabil, kurangnya konsentrasi penari disaat tampil sehingga mengurangi penghayatan terhadap gerakan dalam sebuah tarian dan pentingnya kerjasama yang baik antar penari (jika dalam satu tim). Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh self efficacy (initiative, effort, dan persistence) dan dukungan sosial (guidance, reassurance of worth, social integration, attachment, nurturance, dan reliable alliance) terhadap regulasi diri penari tradisonal. Penelitian ini menggunakan metode multiple regression analysis dengan responden sebanyak 201 anggota sanggar tari tradisional. Alat ukur yang digunakan adalah The self regulation questionnaire, General self efficacy scale (GSES-12), The social provision scale. Hasil uji hipotesis minor menunjukkan variabel yang memiliki pengaruh yang signifikan terhadap regulasi diri ialah effort, reassurance of worth, social integration, attachment, dan nurturance.

DOI: 10.15408/jp3i.v6i1.8146

Keywords

regulasi diri, self efficacy, dukungan sosial, penari tradisional

References

Adicondro & Alfi. (2011). Efikasi diri, dukungan sosial keluarga dan self regulated learning pada siswa kelas viii. Skripsi. Yogyakarta: Universitas Ahmad Dahlan. 8, 18-27.

Alwisol. (2009). Psikologi kepribadian. Malang: UMM Press. 284-358.

Bandura, A. (1991). Social cognitive theory of self regulation. Stanford: Academic Press, Inc. 50, 248-287.

Boekaerts, M. Pintrich, P, & Zeidner, M. (2000). Handbook of self regulation. California: Academic Press, Inc.

Bosscher, R. & Smit, J. (1998). Confirmatory factor analysis of the general self efficacy scale. Behaviour research and theraphy. Amsterdam: Vrije Universiteit. 36, 339-343.

Brown, M. & Lawendowski, L. (1999). The self regulation questionnaire. Innovations in Clinical Practice. Florida: Professional Resource Press. 17,281-291.

Cobb, R. (2003). The relationship between self regulated learning behavior and academic performance in web-based course. Disertation. Virginia: The Faculty of Virginia Polytechnic Institute and State University. 1-30.

Cutrona, C. & Russel, D. (1987). The provisions of social relationships and adaptation to stress journal. Advances in Personal Relationships. California: JAI Press, Inc. 1,37-67.

Dewall, C. Baumeister, R. & Stillman, T. (2007). Violence restaired: effect of self-regulation and it depletion on aggression. Journal of Experimental Sosial Psychology. Florida: Elsevier. 43, 62-76.

Feist, J. & Feist, G. (2010). Teori kepribadian. Jakarta: Salemba Humanika. 219-376.

Friedman, H. & Schustack. M. (2008), Kepribadian teori klasik dan riset modern (3rd ed). Jakarta: Erlangga.

Johnson, D & Johnson, F. (1991). Joining together: group theory and group skills (4th ed.). Englewood Cliffts: Prentice Hall Inc.

Kapliani, D. & Ratna, S. (2008). Hubungan antara persepsi mahasiswa terhadap dukungan sosial dosen dengan regulasi diri dalam belajar. Naskah Publikasi. Yogyakarta: Fakultas Psikologi dan Ilmu Sosial Budaya Universitas Islam Indonesia. 1-23.

Lerek, F. (2015). Pengaruh motivasi belajar dan dukungan sosial teman sebaya terhadap regulasi diri pada mahasiswa yang kuliah sambil bekerja di fakultas ekonomi program studi ekonomi syariah universitas mulawarman samarinda. Skripsi. Samarinda: ejournal psikologi. 3, 441-452.

Ormrod, J. (2008). Psikologi pendidikan membantu siswa tumbuh dan berkembang jilid dua (6th ed). Jakarta: Erlangga. 20-55.

Pintrich, P. (2004). A conseptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review. New York: Springer Science. 16,396-399

Rachmah, D. (2015). Regulasi diri dalam belajar pada mahasiswa yang memiliki peran banyak. Skripsi. Banjarmasin: Universitas Lambung Mangkurat. 42,61-77.

Saguni & Amin (2014). Hubungan penyesuaian diri, dukungan sosial teman sebaya dan self regulation terhadap motivasi belajar siswa kelas akselerasi SMP Negri 1 Palu. Skripsi. Palu: IAIN Palu. 2,199-223.

Samaneh, H. (2013). The relationship between self-efficacy and self- regulation in vocabulary acquisition of Iranian EFL learners. Thesis: Journal of academic and applied. Sabzevar: Urmia University. 3, 20-31.

Santrock, J. (2003). Psychology: Essentials (2nd ed.). Texas: Mc Graw Hill.150-487

Santrock, J. (2011). Masa perkembangan anak, jilid dua (11th ed.). Jakarta: salemba humanika. 225-504.

Schaie, K. & Carstensen, L. (2006). Social structure, aging, and self regulation in the elderly. New York: Springer Publishing Company.

Schultz, D. & Schultz, E. (2005). Theories of personality (8th ed.). Florida: Wadsworth Thomson. 415

Schunk, D. (2012). Learning theories teori – teori pembelajaran perspektif pendidikan (6th ed.). Carolina: Pearson.

Susanne, K. (2011). The foundations of art theraphy. Journal of the American Art Therapy Association. Michigan: Blackwell Publications. 16, 112-120

Susanto, H. (2006). Mengembangkan kemampuan self regulation untuk meningkatkan keberhasilan akademik siswa. Skripsi. Tasikmalaya.64-71.

Tarmidi. & Rambe, A. (2010). Korelasi antara dukungan sosial orangtua dan self directed learning pada siswa SMA. Jurnal Psikologi. Medan: Fakultas Psikologi Universitas Sumatera Utara. 37, 216-223.

Zahra, A (2014). Gambaran mengenai self regulation pada penari tradisional studi pada penari tradisional dari kelompok tari cioff Indonesia. Skripsi. Bandung: Universitas Padjajaran. 1-7.

Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology. New york: American Psychological Association, Inc. 81, 329-339.

Zimmerman, B. (1990). Self regulated learning and academic achievment: an overview. Journal of Educational Psychology. New york: American Psychological Association, Inc. 25, 3-17.

Zimmerman, B. & Martinez, P. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology. New york: American Psychological Association, Inc. 82, 51-59.

Zimmerman, B. (2011). Influences on the Development of Academic Self Regulatory Processes. Handbook of Self-Regulation of Learning and Performance. London: Routledge

Full Text: PDF

DOI: 10.15408/jp3i.v6i1.8146