Kecerdasan Emosi dengan Resiliensi Berdasarkan Jenis Kelamin pada Remaja di Panti Asuhan

Nyiagani, Pujining Wanodya; Kristinawati, Wahyuni

doi:10.26623/philanthropy.v5i2.4446

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…The average academic self-efficacy and resilience scores of female students are higher than male students (Salim & Fakhrurrozi, 2020). Furthermore, several other studies show no difference in resilience between mild stroke patients in males and females (Nyiagani, Kristinawati, Kristen, & Wacana, 2021).…”

Section: Discussionmentioning

confidence: 83%

“…The authors used two scales in this study. The first scale was the Multidimensional Peer-Victimization Scale developed by Mynard & Joseph, which was used to identify victims of bullying (Mynard & Joseph, 2000).The scale uses three options: not scored at all, scored once with a value of 1, and scored more than once with a value of 2. The instrument has four dimensions: physical victimization, verbal victimization, social manipulation, and property attacks.…”

Section: Research Scalementioning

confidence: 99%

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The Effect of Self-Esteem on Resilience among Victims of Bullying: Does Gender Play a Role?

Saaduddin

Sujadi

Sasferi

et al. 2023

EGCDJ

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Bullying has become a serious issue in educational institutions. Bullying causes significant negative effects on physical, social, and psychological aspects. The purpose of this study is to investigate the influence of self-esteem on resilience. We also analyzed the resilience differences between male and female students. Through a cross-sectional study design, 86 students participated in completing a survey. The Multidimensional Peer-Victimization Scale developed by Mynard & Joseph was used to determine respondents who were victims of bullying. Furthermore, The Brief Resilience Scale (BRS) and Rosenberg Self-Esteem Scale (RSE) were used to measure resilience and self-esteem. The data analysis technique used to reveal the difference in resilience of bullying victims between males and females is the independent sample t-test. Furthermore, simple regression is used to test the influence of self-esteem on resilience. The results showed that students' self-esteem and resilience were moderate. There was a significant difference in resilience between male and female students, with males having higher resilience than females. Testing also proved that there is an influence of self-esteem on students' resilience. This study has implications for the importance of addressing bullying in schools. Furthermore, psychological interventions through counseling services can be implemented to improve resilience.

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Section: Discussionmentioning

confidence: 83%

Section: Research Scalementioning

confidence: 99%

The Effect of Self-Esteem on Resilience among Victims of Bullying: Does Gender Play a Role?

Saaduddin

Sujadi

Sasferi

et al. 2023

EGCDJ

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“…Adapun perbedaan hasil penelitian tentang kecerdasan emosional terkait jenis kelamin dapat disebabkan oleh beberapa faktor. Berdasarkan hasil penelitian Azis (dalam Nyiagani & Kristinawati, 2021) menyebutkan bahwa penyebab tidak adanya perbedaan kecerdasan emosional dapat disebabkan faktor aktualisasi diri dan tuntutan lingkungan yang sama. Remaja laki-laki dan perempuan memiliki kebutuhan aktualisasi diri yang sama sehingga mereka memiliki peluang yang sama untuk tumbuh dan mengembangkan kecerdasan emosionalnya.…”

Section: Diskusiunclassified

Emotional Intelligence Differences Between Male and Female Adolescents

Faisal

Netrawati

2023

EGCDJ

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This study aims to determine differences in the level of emotional intelligence in male and female adolescents. This research is a type of comparative descriptive quantitative research. The population used in the study was 1060 students of SMAN 1 Kampar Timur who were enrolled in the 2022/2023 school year with a sample of 290 students who were selected using the proportional random sampling technique. Data collection was carried out using an emotional intelligence questionnaire which was arranged based on aspects of emotional intelligence. Data were processed using descriptive analysis techniques and comparative analysis techniques T-Test. The results showed that: 1) as many as 38.6% of students have moderate emotional intelligence; 2) as many as 37.2% of male adolescents have moderate emotional intelligence of male adolescents; 3) as many as 35.9% of young women have moderate emotional intelligence; 4) there is no difference in emotional intelligence in middle adolescents in terms of gender with the result sig = 0.078 (sig. > 0.05).TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

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“…21 Hasil penelitian berbeda dengan Nyiagani dan Krisnawati menemukan bahwa tidak ada perbedaan kecerdasan emosional antara remaja laki-laki dan perempuan. 26 Hasil penelitian Hidayah et al juga didapatkan hasil berbeda yaitu tidak ada perbedaan yang signifikan kecerdasan emosional antara laki-laki dan perempuan. 27 Sebagian besar prestasi belajar siswa dalam penelitian ini berada pada kategori baik.…”

Section: Pembahasanunclassified

Faktor Yang Berhubungan Dengan Status Gizi, Emotional Quotient (Eq), Dan Prestasi Belajar Mahasiswa

Fadlilah

Wiyani

Sumarni

et al. 2022

Journal of Nutrition College

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ABSTRAKLatar belakang: Prestasi belajar sebagai alat ukur perilaku, keterampilan, dan pengetahuan siswa. Kekurangan zat gizi akan menurunkan kemampuan dan konsentrasi belajar. Selain itu, seseorang yang tidak memiliki satu atau lebih unsur kecerdasan emosional akan menghasilkan kinerja yang buruk.Tujuan: Mengetahui hubungan usia dan jenis kelamin dengan status gizi, kecerdasan emosional, dan prestasi belajar. Tujuan selanjutnya adalah untuk mengetahui hubungan status gizi dan kecerdasan emosional dengan prestasi belajarMetode: Jenis penelitian Ini adalah desain kuantitatif korelasional dengan cross sectional. Penelitian dilakukan di Yogyakarta, Indonesia. Teknik pengambilan sampel menggunakan probability proportional to size dengan simple random sampling sebanyak 117 orang. Instrumen penelitian berupa angket, timbangan digital, dan microtoise. Analisis bivariat menggunakan Kendal Tau.Hasil: Sebagian besar responden adalah laki-laki (52,1%) dan 20 tahun (55,4%). Sebagian besar berstatus gizi normal (71,8%), kecerdasan emosional baik (82,1%), dan prestasi belajar baik (47,9%). Uji bivariat umur dan jenis kelamin dengan status gizi diperoleh p=0,336 dan p=0,008. Analisis bivariat umur dan jenis kelamin dengan kecerdasan emosional diperoleh p=0,742 dan p=0,021. Analisis bivariat umur, jenis kelamin, status gizi, dan kecerdasan emosional dengan prestasi belajar diperoleh p=0,215, p=0,031, p= 0,012, dan p<0,001.Simpulan: Ada hubungan yang signifikan antara jenis kelamin dengan status gizi, kecerdasan emosional, dan prestasi belajar. Status gizi dan kecerdasan emosional memiliki hubungan dengan prestasi belajar. Usia tidak memiliki hubungan yang signifikan dengan status gizi, kecerdasan emosional, dan prestasi belajar siswa.

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Kecerdasan Emosi dengan Resiliensi Berdasarkan Jenis Kelamin pada Remaja di Panti Asuhan

Cited by 4 publications

References 6 publications

The Effect of Self-Esteem on Resilience among Victims of Bullying: Does Gender Play a Role?

The Effect of Self-Esteem on Resilience among Victims of Bullying: Does Gender Play a Role?

Emotional Intelligence Differences Between Male and Female Adolescents

Faktor Yang Berhubungan Dengan Status Gizi, Emotional Quotient (Eq), Dan Prestasi Belajar Mahasiswa

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