Hubungan Self Regulation Dengan Self Determination (Studi Pada Mahasiswa Aktif Semester Genap 2013/2014, Ipk ≤ 2.75, Fakultas Psikologi, Universitas X, Jakarta)

Abstract

Students who are motivated towards their task, will be able to perform its task properly and independently, as well as having a high level of creativity in their work, so that students are expected to produce satisfactory academic achievement. However, students with lower educational achievement measured in GPA, a student who is suspected of having a low self-sufficiency. They are not motivated to follow the teaching and learning process in higher education. This study is a quantitative non-experimental study, the subjects are 32 people with a GPA of ≤ 2.75. Researchers used a non-probability sampling to determine the study sample. The technique used is purposive sampling. The research instrument is a questionnaire with Likert scale adapted to the theory of self-regulation Zimmerman, and Ryan and Deci self determination that will be given to research subjects. With each reliability value for self-regulation (α) = 0.899 and for self-determination (α) = 0789, the number of items berjumlah18 item self-regulation, and self-determination are 40 items. Based on the results of the analysis, found that self-regulation does not have a correlation with self-determination. Or in other words that self-regulation does not affect self-determination. The results of this study also show the data that self regulatioan only contribute 10% towards self-determination. There are other more important factors in the formation of self-determination, such as student engagement factor of the learning task engagement