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Sojourner Students' Adjustment: Do They Need to Lower Their Normative Achievement Goal Orientation to Remain Confident and Survive Faizah, Lailatul; Rifameutia, Tjut
Makara Human Behavior Studies in Asia Vol. 23, No. 1
Publisher : UI Scholars Hub

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Adjustment is very important for college students, especially for sojourner students. Even though sojourner students initially had high academic self-efficacy, it does not necessarily help them to survive their new academic learning environment. This study argues that normative achievement goal orientation moderates the relationship between academic self-efficacy and academic adjustment among sojourner students. To test the hypothesis, data was collected from 296 first-year sojourner students from 16 public universities in Indonesia and analyzed using Hayes moderator analysis. The results showed that normative achievement goal orientation negatively moderated the relationship between academic self-efficacy and academic adjustment (β = −0.09, SE = 0.04, p = 0.02). The results of the present study indicate that the role of normative achievement goal orientation is maladaptive. By using the big fish—little pond phenomena at the discussion, we make sense of the results with the aim of advancing current knowledge. We proposed collaborative learning as a method to lower first-year sojourner students’ normative achievement goal orientation, thus helping them to increase academic adjustment.

EFL Undergraduate Students’ Perspectives on Lecturer’s Teaching Styles in Academic Reading Wardani, Happy Kusuma; Faizah, Lailatul
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 4 No. 2 (2024): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v4i2.2322

This research explores students’ perspectives on their lecturers’ teaching styles in the Academic Reading Course. Utilizing a descriptive qualitative approach through questionnaires and interviews, this research identifies Formal Authority, Personal Model, Facilitator, and Delegator teaching styles employed by the lecturer. Notably, 27 second-year EFL students at Universitas Qomaruddin participated in this research. Through Miles and Huberman model which comprises data reduction, data display, and conclusion, the results showed that most students strongly preferred the Personal Model type, which focuses on examples and guidance in teaching methods that significantly enhance their engagement and learning effectiveness. Therefore, this research recommends integrating more diverse, interactive, and student-centered teaching strategies to improve comprehension in the Academic Reading Course

Testing psychometric property on the Indonesian Academic Self-Efficacy Scale (TIASS) Darmayanti, Kusumasari Kartika Hima; Meyrinda, Jesyia; Anggraini, Erlina; Utami, Annisa Nurul; Martha, Ati Suci Dian; Faizah, Lailatul; Maulina, Dewi; Seniati, Ali Nina Liche
Jurnal Psikologi Vol 23, No 2 (2024): Oktober 2024
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.23.2.154-175

Background: First-year undergraduate students face the learning style transition in high schools and universities and struggle to accept a new academic environment. Previous studies found that academic self-efficacy is important in predicting academic achievement among first-year undergraduate students. However, no specific instruments were developed in the Indonesian context. Purpose: This research aimed to develop and test the psychometric properties of The Indonesian Academic Self-Efficacy Scale (TIASS). Method: The scale was developed using Zajacova’s theory on academic self-efficacy. The test tryout involved 251 first-year college students, both female and male, aged 18-22 (M = 19.56, SD = 2.47). Statistical analysis used classical test theory and the Rasch model. Reliability was assessed with Stratified Alpha, Cronbach's Alpha, and the Rasch Model, while validity was evaluated through construct and concurrent validity.Findings: The final 20 items effectively measure academic self-efficacy in first-year undergraduates, demonstrating good reliability (Cronbach’s Alpha = .692-.781, Stratified Alpha = .902, Item Separation Reliability = .990, and Person Separation Reliability = .880) and validity (t-value range from 9.779 to 36.323 and λ ranged from -.070 to .774).Implication: TIASS is a reliable and valid scale for assessing academic self-efficacy, providing a baseline for designing interventions to boost first-year student’s academic confidence.

EFL Undergraduate Students’ Perspectives on Lecturer’s Teaching Styles in Academic Reading Wardani, Happy Kusuma; Faizah, Lailatul
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 4 No. 2 (2024): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v4i2.2322

This research explores students’ perspectives on their lecturers’ teaching styles in the Academic Reading Course. Utilizing a descriptive qualitative approach through questionnaires and interviews, this research identifies Formal Authority, Personal Model, Facilitator, and Delegator teaching styles employed by the lecturer. Notably, 27 second-year EFL students at Universitas Qomaruddin participated in this research. Through Miles and Huberman model which comprises data reduction, data display, and conclusion, the results showed that most students strongly preferred the Personal Model type, which focuses on examples and guidance in teaching methods that significantly enhance their engagement and learning effectiveness. Therefore, this research recommends integrating more diverse, interactive, and student-centered teaching strategies to improve comprehension in the Academic Reading Course

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