The Contribution of Locus of Control to Academic Procrastination in Islamic Education Management Students in Indonesia

Batubara, Juliana

doi:10.15548/jt.v24i1.260

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Therefore, completing group tasks is carried out by dividing all functions among all members. Then each member reports the results to the group leader in a meeting which is also a means of completing tasks (Marqués Aguado & Solís-Becerra, 2013) and (Batubara, 2017).…”

Section: The Obstacle Of Implementing Cooperative-contrastive Learnin...mentioning

confidence: 99%

How is Translation Learning Through the Application of the Cooperative-Contrastive Model?

Rahima,

Zahar,

Rahim

et al. 2024

ijmdsa

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The present research aims to verify the implementation of a cooperative-contrastive model that can overcome students’ difficulties in translating texts from English into Indonesian. The study was conducted by a lecturer-researcher who involved 31 students who took Translation II subject. The duration of the research was two months and took place at the English Education program of Batanghari University. The main finding of the research is that the contrastive-cooperative model does not boast promising results in overcoming students' difficulties in translating texts from English into Indonesian. On the contrary, the approach lends itself to new problems in the students' translation. Hence, the lecturer-researcher tried to overcome the difficulties by training the students with some techniques, such as substitution, description, expansion, and transposition.

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Section: The Obstacle Of Implementing Cooperative-contrastive Learnin...mentioning

confidence: 99%

How is Translation Learning Through the Application of the Cooperative-Contrastive Model?

Rahima,

Zahar,

Rahim

et al. 2024

ijmdsa

View full text Add to dashboard Cite

show abstract

“…Understanding why people who generally have the best effort for completing academic assignments and professional assignments fail to complete them on time has been an eternal focus of research in psychology, education, and procrastination (Hailikari et al, 2021). The uncertainty regarding procrastination has resulted in various studies due to low psychological factors such as self-efficacy (Liu et al, 2020;Qiuzhu, 2016), affective states including shame and guilt (Oflazian & Borders, 2022), one's characteristics such as dependence (Johnson et al, 2000), locus of control includes intrinsic and extrinsic motivation (Batubara, 2017;Carden et al, 2004), control system (Mao et al, 2022;van Eerde & Venus, 2018), role conflict (Senécal et al, 2003), social activities (Jackson et al, 2003), personality roles (Lee et al, 2006), situational characteristics and traits (Hockey, 1983), and self-regulation (Steel, 2007;Syapira et al, 2022;Ziegler & Opdenakker, 2018). Steel (2007) noted that procrastination is a common phenomenon and some people have made it as a way of life.…”

Section: Introductionmentioning

confidence: 99%

The Role of Epistemological Belief and Self Regulation in Academic Procrastination of Muslim College Students

Ghufron

Suminta

2022

Islam G. & C. Jour

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The study on academic procrastination can help educators and educational developers in avoiding the lack of success and even failure in the educational process. This study aims to examine the effect of belief about knowledge, belief about learning, and self-regulation in learning on academic procrastination. This quantitative study involves 277 college students. The data collection technique used in this study is a questionnaire in the form of a scale. There are four types of scales used in the data collection process: the scale of belief about knowledge, the scale of belief about learning, the scale of self-regulation in learning, and the scale of academic procrastination. Data analysis technique using structural equation technique. The results show that belief about knowledge has an effect on self-regulation in learning (r = 0.157, p = 0.028), belief about knowledge affects academic procrastination (r = -0,157, p = 0.000), belief about learning affects self-regulation in learning (r = 0.199, p = 0,040), belief about learning affects academic procrastination (r = -0.147, p = 0,019), and self-regulation in learning affects significant negatively to academic procrastination (r = -0.097, p = 0,030).

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A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success

Kutluay,

Karaca

2024

Educ Inf Technol

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An exploratory sequential mixed-method study is designed to develop and test a comprehensive model explaining the relationships between factors associated with smartphone addiction and high school students’ academic achievement. Involving two main phases of qualitative and quantitative, focus group discussions with high school students and interviews with teachers were conducted in the first phase, both to decide on the factors and to reveal the relationships between the factors in the model. According to the qualitative results, the most important factors were found as social media usage, cyberloafing, academic procrastination, external and internal academic locus of control. Then, a hypothesis model involving these factors was developed to explain high school students' academic achievement. Obtained from 410 high school students, quantitative data are collected online by the use of some scales measuring the factors included in the model. Using the path analysis method, the hypothesis model was tested, and it was observed that the model fit the data well. As a result, the factors that most influence academic achievement were found as duration of social media usage, external academic locus of control, smartphone addiction, internal academic locus of control, academic procrastination, and cyberloafing respectively. The uniqueness of the presented model in this research is believed to lie in its holistic perspective on the relationships between smartphone addiction and related factors, and their effects on academic achievement. Looking from a big picture, this model is expected to provide a roadmap for practitioners and decision-makers in terms of how to improve students’ academic achievement.

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The Contribution of Locus of Control to Academic Procrastination in Islamic Education Management Students in Indonesia

Cited by 3 publications

References 10 publications

How is Translation Learning Through the Application of the Cooperative-Contrastive Model?

How is Translation Learning Through the Application of the Cooperative-Contrastive Model?

The Role of Epistemological Belief and Self Regulation in Academic Procrastination of Muslim College Students

A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success

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