Hubungan Efikasi Diri Dan Kecerdasan Emosional Dengan Prokrastinasi Akademik Siswa Dalam Pembelajaran Daring Pada Pandemi Covid-19 Di Madrasah Aliyah Negeri (Man) Kota Bengkulu

Abstract

This study aims to describe the relationship between self-efficacy and emotional intelligence with students' academic procrastination in distance learning during the covid-19 pandemic at MAN Bengkulu City. The population of this research is class XI students with a sample of 245 students taken by proportional random sampling technique. The instruments used were self-efficacy, emotional intelligence and academic procrastination questionnaires. Data analysis used multiple linear regression. The results showed (1) the level of students' academic procrastination (2) self-efficacy (3) the majority of emotional intelligence was in the high category (4) there was a significant negative relationship between self-efficacy and students' academic procrastination with t_count -18,615 p < 0.05 , (5) there is a significant negative relationship between emotional intelligence and students' academic procrastination with t_count -13,854 p < 0.05, (6) there is a significant negative

Students’ academic procrastination during the COVID-19 pandemic: How does adversity quotient mediate parental social support?

“…A frequent issue among them is academic procrastination, which refers to students' purposeful deferment in various academic activities, which is extensively impactful on their future (Wiguna et al, 2020;Pelikan et al, 2021;Tian et al, 2021;Laia et al, 2022). There has been a significant rise in academic procrastination among students (Tezer et al, 2020;Pelikan et al, 2021;Buana et al, 2022), and this phenomenon during the online learning policy is confirmed by previous studies that suggest that online learning is linked to the postponement of completing tasks related to the learning (Steel and Klingsieck, 2016). Students procrastinate although it may lead to negative consequences (Goroshit, 2018).…”

“…Meanwhile, previous research found that academic procrastination among state Madrasah Aliyah students in Bengkulu fell into the high category due to minimum knowledge and skills for using learning media, difficulties participating in online learning because of Internet access issues, and, in the case of delays in assignment submission, poor understanding of the materials and concepts delivered by the teacher during online learning 10.3389/feduc.2022.961820 TABLE 6 Results of regression test on the aspects of the variables. (Buana et al, 2022). This gap might be attributable to the demographic aspect related to Internet access.…”

“…This difference poses MA students with issues of greater complexity in online learning during COVID-19 than those faced by non-Islamic-based school students (Latipah et al, 2021). Previous studies revealed that in online learning during COVID-19, 10.3389/feduc.2022.961820 40.4% of students of state Madrasah Aliyyahs in Bengkulu demonstrated a high level of academic procrastination, and 28.6% even did a very high level of procrastination (Buana et al, 2022). These findings contrast with the SMA and SMK cases, where the students' procrastination was within the medium category.…”

“…Research on procrastination in the Madrasah Aliyah environment during COVID-19 is still minimal. Previous studies have examined the roles of self-efficacy and emotional intelligence on procrastination, but it was only focused on personal factors (Buana et al, 2022).…”

Understanding Academic Procrastination: Causes, Correlates, and Gender Nuances for Enhanced Self-regulated Learning

“…Students worldwide face significant challenges with autonomous learning, computer-based learning, and a lack of interaction with classmates and teachers, therefore these necessitates lack efficient time management (Pelikan et al, 2021). The prevalence of academic procrastination among students has increased significantly (Tezer et al, 2020;Pelikan et al, 2021;Buana et al, 2022), and this phenomenon during the implementation of the online learning policy is supported by earlier research that indicates that online learning is associated with the deferral of completing tasks related to learning (Steel and Klingsieck, 2016). Although it might have unfavourable effects, students often procrastinate (Goroshit, 2018).…”