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All Journal KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Jurnal Bimbingan Konseling Jurnal Pendidikan dan Sosial Humaniora
Awalya
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Humanities Education Social Sciences

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Pengaruh Manajemen Waktu Terhadap Self-Efficacy Dan Motivasi Belajar Peserta Didik SMP Negeri Se-Kecamatan Ungaran Barat Laras Anggriyani; Awalya
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 4 (2025): Desember : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i4.7755

Abstract

This study aims to examine the influence of self-efficacy and learning motivation on time management among junior high school students in West Ungaran District. The background of the research stems from observations that students often struggle with managing their study time effectively, which can negatively impact academic performance. A quantitative approach with a correlational research design was employed. The sample consisted of 261 eighth-grade students, selected using probability sampling techniques. Data were collected through a closed-ended questionnaire that had been tested for validity and reliability. The data analysis technique used was multiple linear regression. The results revealed that both self-efficacy and learning motivation significantly influenced students’ time management skills, both partially and simultaneously. Among the two variables, self-efficacy showed the most dominant effect in helping students organize their study schedules, set learning priorities, and complete academic tasks on time. Meanwhile, learning motivation also contributed positively by encouraging students to use their time more effectively and stay focused on academic goals. These findings indicate that effective time management is not solely determined by technical skills such as planning or scheduling but is also influenced by internal psychological factors such as students' belief in their abilities and the drive to learn. Based on the results, it is recommended that educators and school counselors implement programs that strengthen students’ self-efficacy and foster intrinsic motivation to improve academic time management. This can ultimately support better learning outcomes and personal development among junior high school students.  
The Influence of Social Environment and Parents’ Role on Parenting Self-Efficacy in Child Marriage Couples Desti Wahyuning; Sugiyo; Awalya
Jurnal Bimbingan Konseling April 2024
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/avn10741

Abstract

Most child marriage cases somewhat harm the parenting process and self-efficacy. Regarding this issue, the present study examined the impact of social environment and parenting roles on parenting self-efficacy in child marriage couples. A quantitative approach with the ex post facto correlational design was employed by involving 109 respondents residing in two sub-districts in Semarang City. Based on the hierarchical regression test, it was found that (1) the social environment positively predicted parenting self-efficacy, and (2) democratic and permissive parenting styles positively predicted parenting self-efficacy. Thus, it can be concluded that the better the social environment and parenting roles' significance value, the more impact parenting self-efficacy in child marriage couples will have.
The Influence of Emotional Intelligence on Teacher Performance through Work Motivation Santoso, Herlambang Limantoro; Sugiyo; Awalya
KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Vol 13 No 1 (2026): KONSELI : Jurnal Bimbingan dan Konseling (E-journal)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/aq8x4d02

Abstract

This study aims to examine the influence of emotional intelligence on the performance of guidance and counseling teachers, with work motivation serving as a mediating variable. A quantitative approach was employed using a path analysis design supported by Hayes’ PROCESS Macro Model 4. The research sample consisted of 119 guidance and counseling teachers from various secondary schools in Ngawi regency, selected through multistage random sampling. The results indicate that emotional intelligence has a significant effect on guidance and counseling teachers’ performance (β = 0.276, p < 0.002) as well as on work motivation (β = 0.431, p < 0.001). In addition, work motivation significantly affects guidance and counseling teachers performance (β = 0.364, p < 0.001) and significantly mediates the relationship between emotional intelligence and guidance and counseling teachers performance (Estimate = 0.157, SE = 0.049, 95% CI [0.066, 0.274]). These findings confirm that enhancing guidance and counseling teachers’ performance can be achieved by strengthening emotional intelligence and work motivation, enabling teachers to provide counseling services that are more empathetic, effective, and professional.
Co-Authors Desti Wahyuning Laras Anggriyani Santoso, Herlambang Limantoro Sugiyo