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The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics Cahyani, Berliana Henu; Alsa, Asmadi; Ramdhani, Neila; Khalili, Fakher Nabeel
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 4 No. 2 (2019)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom management and mastery goals concurrently.

The Importance of Positive Affect: The Role of Affective Personality in Predicting Organizational Citizenship Behavior Ramdhani, Neila; Ancok, Djamaludin; Adrianson, Lillemor
Makara Human Behavior Studies in Asia Vol. 21, No. 2
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Previous research demonstrates inconsistent results in predicting how affect influences organizational citizenship behavior (OCB). This study aims to solve the inconsistency by taking the position that positive affect and negative affect are orthogonal, and their interaction produces four types of affective personality. They are ‘Self-fulfilling’ (high positive affect and low negative affect), ‘High affective’ (high positive affect and high negative affect), ‘Low affective’ (low positive affect and low negative affect) and ‘Self-destructive’ (low positive affect and high negative affect). The study hypothesizes that the self-fulfilling group displays the highest mean of OCB while the self-destructive displays the lowest. The high affective and low affective groups lie somewhere in between the two groups. The participants of this study were 227 employees, consisting of 151 males and 76 females with ages ranging from 20 to 60 years old (mean=38). They were measured using the Organizational Citizenship Behavior Scale (OCBS) and Positive and Negative Affect Schedule (PANAS). Based on the scores of their positive and negative affect dimensions, they were classified into four groups of affective personality types. One-way ANOVA analysis supported the hypothesis. The selffulfilling group revealed the highest mean of Organizational Citizenship Behavior while the Self-destructive group revealed the lowest. The High affective and Low affective groups were located in between the first two groups. This paper discusses this contribution and highlights how it is potential to explain organizational behavior.

Conquer Fear of Heights Using Virtual Reality Exposure Therapy With Cognitive Restructuring Faizah, Miftah; Ramdhani, Neila; Utami, Muhana Sofiati
Gadjah Mada Journal of Professional Psychology (GamaJPP) Vol 10, No 1 (2024)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/gamajpp.89156

Acrophobia has traditionally been treated using exposure therapy; however, virtual reality technology has emerged as an alternative that minimizing security risks by presenting three-dimensional stimuli. This study aimed to investigate virtual reality exposure therapy-cognitive restructuring (VRET-CR) effectiveness in reducing acrophobia symptoms. In a pretest-posttest control group design, 27 participants were randomly assigned to the experimental group (n=13) and the control group (n=14). An independent sample t-test revealed a significant differences in the gain scores of the acrophobia questionnaire (AQ) 1 [t (17.08) = -6.173; p <0.05] and AQ 2 [t (25) = -4.250; p <0.05] between these groups. Scores on the State-Trait Anxiety Inventory (STAI) and Autonomic Perception Questionnaire (APQ) decreased after six exposure sessions, supporting these findings. Skin conductance and respiratory rate changes during therapy were less significant than heart rate changes. Overall, the results demonstrated the effectiveness of VRET-CR in reducing acrophobia symptoms.

The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics Cahyani, Berliana Henu; Alsa, Asmadi; Ramdhani, Neila; Khalili, Fakher Nabeel
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 4 No. 2 (2019)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom management and mastery goals concurrently.

Sikap dan Kontrol Perilaku: Kesediaan sebagai Mediator dari Sikap dan Peluang Mengemudi Agresif Nu'man, Thobagus Mohammad; Ramdhani, Neila
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 25 No. 1 (2020)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/psikologika.vol25.iss1.art10

Perilaku mengemudi agresif masih menjadi penyebab utama dari peristiwa kecelakaan lalu lintas. Penelitian ini bertujuan untuk mengetahui peran sikap dan kontrol perilaku yang dirasakan terhadap perilaku mengemudi agresif, dan kesediaan untuk mengemudi agresif. Penelitian ini melibatkan 96 responden mahasiswa berjenis kelamin laki-laki maupun perempuan yang menggunakan kendaraan bermotor untuk aktivitas sehari-hari. Pengumpulan data menggunakan Aggressive Driving Behavior Scale (ADBS) (alfa = .846) dari Houston et al. (2003), skala Sikap terhadap Mengemudi Agresif (alfa = .814), skala Kontrol Perilaku yang dirasakan (alfa = .858) yang disusun peneliti dengan mengacu pada Theory of Planned Behavior (Ajzen & Fishbein, 2005), serta skala Kesediaan Mengemudi Agresif (alfa = .846). Hasil uji fit menunjukkan bahwa sikap dan kontrol perilaku yang dirasakan terhadap perilaku mengemudi agresif dimediasi oleh kesediaan untuk mengemudi agresif yang diperlihatkan dari kai kuadrat = .399 (p > .05), nilai RMSEA = .000 (</= .08), nilai GFI = .998 (> .90), dan nilai AGFI = .977 (> .90). Walaupun sikap secara signifikan memengaruhi perilaku mengemudi agresif, namun perannya menjadi lebih kuat apabila ada variabel kesediaan individu untuk mengemudi agresif.Kata Kunci: kesediaan, kontrol perilaku yang dirasakan, perilaku mengemudi agresif, sikapThe Attitude and Behavioral Control: Willingness as a Mediator of Attitudes and Opportunities on Aggressive DrivingAbstract. Aggressive driving behavior is still a major cause of catastrophic accident events. This study aims to determine the role of attitudes and perceived behavioral control towards aggressive driving behavior, and willingness to drive aggressively. The study involved 96 respondents who drived motorized vehicle for daily activities. Data collection used Aggressive Driving Behavior Scale (ADBS) (alpha = .846) from Houston et al. (2003), Attitude toward Aggressive Driving scale (alpha = .814), Perceived Behavioral Control scale (alpha = .858) compiled by researchers with reference to the Theory of Planned Behavior (Ajzen & Fishbein, 2005), and Willingness to Drive Aggressively scale (alpha = .846). The fit test results showed that the attitude and control of perceived behavior towards aggressive driving behavior was mediated by the willingness to drive aggressively as shown from chi-square = .399 (p > .05), RMSEA value = .000 (</= .08), GFI value = .998 (> .90), and AGFI value = .977 (> .90). Although the attitude significantly influences aggressive driving behavior, its role, however, becomes stronger when there was a variable in the willingness of individuals to drive aggressively.Keywords: aggressive driving behavior, attitude, perceived behavioral control, willingnessArticle History:Received 7 February 2020Revised 31 May 2020Accepted 31 May 2020

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