Pengaruh Kepribadian Big 5 Terhadap Motivasi Berprestasi Siswa MTSN

Balgies, Soffy

doi:10.18860/psi.v15i2.6742

Cited by 4 publications

(3 citation statements)

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“…A positive path coefficient value indicates that improving personality has not been able to stimulate an increase in work motivation, meaning that personality is not an important determinant of work motivation. According to Balgies's (2018) research, there isn't a strong correlation between work motivation and personality. Nindyati (2006) also explained that several personality categories were not proven to have a significant influence on motivation.…”

Section: Sitorem Analysismentioning

confidence: 99%

Improving Lecturer Performance Through Organizational Culture, Serving Leadership, Personality, And Work Motivation

Phetorant,

Isman Kadar,

Lina Novitas

2024

J. educ. Teach. Zone

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This research aims to find strategies to improve performance by analyzing the influence of organizational culture, servant leadership, personality, and work motivation. The research method used is quantitative. The sample consisted of 124 people from a population of 178 spread across twelve study programs using the proportional random sampling method. Path analysis and SITOREM are used in data analysis methodologies. Based on the analysis’s results, it was concluded that a) Organizational culture directly affects performance by 19.9%; b) Servant leadership directly affects performance by 14.4%; c) Personality directly affects performance by 10.6%; d) Work motivation directly affects performance by 6.9%; e) Organizational culture directly affects motivation at work by 23.1%; f) Servant leadership directly affects workplace motivation by 40.3%; g) Personality does not directly affect workplace motivation by 25.1%; h) Organizational culture has a 1.6% indirect impact on performance through work motivation; i) Servant leadership has a 2.8% indirect impact on performance through work motivation; and j) Personality has a 1.7% indirect impact on performance through work motivation.

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Section: Sitorem Analysismentioning

confidence: 99%

Improving Lecturer Performance Through Organizational Culture, Serving Leadership, Personality, And Work Motivation

Phetorant,

Isman Kadar,

Lina Novitas

2024

J. educ. Teach. Zone

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“…Existing motivation affects learning activities. Someone with high motivation will be more active and get satisfactory results (Balgies, 2018). Motivation is the key if it has a dominant desire and a strong will following the motivational goals.…”

Section: The Motivation Of Students In Learning Englishmentioning

confidence: 99%

Analysis of Motivation and Non-Cognitive Personalities in English Achievement and Global Competences: the Case of Agriculture Students

Prasetyaningrum

Ruminar

Kustanti

et al. 2023

ERJEE

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The ability to speak English is essential to compete in global competition. As a provision in this competition, honing global competence must get attention. Good English skills and the knowledge related to the capacity to identify cultural differences and willingness to interact with other people are also critical. The success of mastering these abilities cannot be separated from the role of individual personality and learning motivation as factors that influence the success of educational outcomes. This research aimed to discover the influence of non-cognitive personality that moderates students' motivation to learn English, which also affects the achievement of English learning outcomes and global competence. The non-cognitive personalities are taken from Goldberg's Big Five Personality Traits (1992), namely Openness to new experiences (Openness), conscientiousness, enthusiasm for socializing (extraversion), compliance (agreeableness), and mental stability (Neuroticism). The research used an online survey of 304 First Year Faculty of Agriculture students who took English courses. The data analysis used descriptive qualitative study. The results obtained showed that extraversion personality dominantly influences the motivational variable. Meanwhile, the global competence and skills variables are dominated by Openness. Lastly, the global knowledge variable is dominated by Neuroticism.

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“…Personality patterns will influence the development of an individual's behaviour. According to Balgies (2018), the big five personality traits influence student achievement.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Effects of Personal Traits and Internet Addiction on Indonesian Students’ Learning Motivation

Haramain

2022

ijahs

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The purpose of this study is to determine the relationship between personality type and internet addiction behaviour and learning motivation among Indonesian students. In addition, each personality type is examined in relation to internet addiction and learning motivation. This study involved 337 students from South Sulawesi, Indonesia. Using multiple linear regression, the study's statistical analyses were performed. The study's findings indicate that personality type and internet addiction behaviour influence learning motivation with a significance value of 0.00 (p 0.05) and a R square value of 0.77 or 7%. This indicates that these two variables influence learning motivation by 7 percent. Furthermore, learning motivation depends on each individual's unique personality. There are three personalities significantly correlated with learning motivation: agreeableness (sig = 0.00; sig 0.05), consciousness (sig = 0.00; sig 0.05), and openness to experience (sig = 0.01; sig 0.05). Extraversion, with a value of sig = 0.367 (sig> 0.05), and neuroticism, with a value of sig 0.137 (sig> 0.05), are the only two of the big five personality traits that are not correlated with learning motivation. Personality factors influence internet addiction. Extraversion with a value of sig = 0.045 (sig 0.05), agreeableness with a value of sig = 0.021 (sig 0.05), and neuroticism with a value of sig = 0.02 (sig 0.05) are three of the big five personality traits that correlate with internet addiction behaviour. On the other hand, there are two Big Five Personality traits that are not associated with internet addiction: consciousness with a sig value of 0.189 (sig>0.05) and openness to experience with a sig value of 0.704% (sig>0.05).

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Pengaruh Kepribadian Big 5 Terhadap Motivasi Berprestasi Siswa MTSN

Cited by 4 publications

References 0 publications

Improving Lecturer Performance Through Organizational Culture, Serving Leadership, Personality, And Work Motivation

Improving Lecturer Performance Through Organizational Culture, Serving Leadership, Personality, And Work Motivation

Analysis of Motivation and Non-Cognitive Personalities in English Achievement and Global Competences: the Case of Agriculture Students

Analysis of the Effects of Personal Traits and Internet Addiction on Indonesian Students’ Learning Motivation

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