Article Per Year (5 Year)
p-Index From 2021 - 2026
1.405
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Religiosity Entity Humanity (JIREH) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Agama Buddha dan Ilmu Pengetahuan Journal of Education Religion Humanities and Multidiciplinary Patisambhida : Jurnal Pemikiran Buddha dan Filsafat Agama Jurnal Pendidikan Buddha dan Isu Sosial Kontemporer (JPBISK)
Lie, Nie
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Nursing Physics Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students Lie, Nie; Suherman, Heru; Utomo, Budi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 2 (2025): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i2.14917

Abstract

This research aims to explore the potential of mindfulness and emotional intelligence as predictors of self-efficacy among high school students. A quantitative approach using a correlational design was employed, with 68 grade XI students at Bodhicitta Buddhist High School in Medan selected through purposive sampling. Data were collected using the Five Facet Mindfulness Questionnaire (FFMQ), Emotional Intelligence Scale, and General Self-Efficacy Scale (GSES). Multiple regression analysis revealed that emotional intelligence significantly influenced self-efficacy (p = 0.000), while mindfulness showed no significant effect (p = 0.067), although it exhibited a strong correlation (r = 0.659). The coefficient of determination (R² = 0.628) indicates that mindfulness and emotional intelligence collectively explain 62.8% of the variability in self-efficacy, while other factors account for 37.2%. The findings highlight that emotional intelligence is the dominant predictor of self-efficacy, whereas mindfulness is supportive. Given these results, emotional intelligence training is recommended as a key strategy for enhancing students' self-efficacy, while structured and long-term mindfulness interventions may further complement this development. The findings provide valuable insights for emphasizing the necessity of a holistic educational approach, blending emotional intelligence training with mindfulness-based strategies to enhance students' psychological resilience and academic success.
Co-Authors Angela, Shelfia Ardiansyah, Alberd Alberto ASTIKA, RIA Budi Utomo Dewi Astuti Fendy, Fendy Kabri, Kabri Partono Partono Sakawana, Sakawana Suherman, Heru Surya, Julia Suyati - Triana, Mai Vidya, Dama Wigiartati, Wiwik Yati, Ida