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Self Efficacy Associated with Academic Boredom among Adolescent Santri: Efikasi Diri yang Berkaitan dengan Kebosanan Akademik di Kalangan Remaja Santri Abdul Aziz; Eko Hardi Ansyah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.9467

General Background: Academic boredom is a negative emotional condition frequently experienced in educational environments and is associated with reduced engagement and learning difficulties. Specific Background: Students in Islamic boarding schools often encounter dense and repetitive academic and daily activities, potentially contributing to academic boredom among adolescent santri at Al Fattah Sidoarjo. Knowledge Gap: Previous studies have examined self-efficacy and academic boredom across different educational contexts; however, limited research specifically investigates this relationship among junior and senior high school santri within Islamic boarding school settings using correlational analysis. Aims: This study aims to examine the relationship between self-efficacy and academic boredom among adolescent santri at Al Fattah Sidoarjo. Results: Using a quantitative correlational design, data were collected from 183 santri selected through proportionate stratified random sampling. Measurement utilized Likert-based psychological scales with reliability values of 0.880 for self-efficacy and 0.850 for academic boredom. Pearson product-moment correlation analysis revealed a significant negative relationship between self-efficacy and academic boredom (r = -0.231; p = 0.002). Most participants demonstrated moderate levels of both self-efficacy and academic boredom. Novelty: This study provides empirical evidence of the association between self-efficacy and academic boredom among santri across multiple educational levels within a boarding school context. Implications: The findings suggest the importance of developing programs targeting self-efficacy development and instructional strategies to address academic boredom and support student learning experiences in Islamic boarding schools. Highlights: Higher Confidence in Personal Academic Capability Corresponds With Reduced Learning Fatigue Tendencies. Majority of Participants Demonstrated Moderate Psychological Competence and Learning Disengagement Levels. Statistical Testing Confirmed a Significant Inverse Association Between the Examined Variables. Keywords: Self-Efficacy, Academic Boredom, Adolescent Santri, Islamic Boarding School, Correlational Study

Spiritual Intelligence and School Well Being Associated With Lower Work Stress: Kecerdasan Spiritual dan Kesejahteraan Sekolah Berkaitan dengan Tingkat Stres Kerja yang Lebih Rendah Isrofi Sukmania; Eko Hardi Ansyah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.9505

General Background: Students who simultaneously engage in academic study and employment frequently experience work stress arising from role conflict, academic demands, and occupational responsibilities, potentially disrupting academic performance and daily functioning. Specific Background: Internal psychological resources such as spiritual intelligence and external environmental conditions including school well-being are recognized as factors related to students’ stress experiences within academic and occupational contexts. Knowledge Gap: Empirical studies simultaneously examining spiritual intelligence and school well-being as predictors of work stress among working university students remain limited. Aims: This study examined the relationship between spiritual intelligence and school well-being with work stress among working students at Universitas Muhammadiyah Sidoarjo. Results: Using a quantitative correlational design with purposive sampling, 297 working students were selected from a population of 1,291 students. Data were collected using The Job Stress Scale, The Spiritual Intelligence Self-Report Inventory SISRI-24, and a school well-being scale. Multiple linear regression analysis indicated significant negative relationships between spiritual intelligence and work stress (β = -0.966; p < 0.001) and between school well-being and work stress (β = -0.231; p = 0.043). Simultaneous testing showed statistical significance (F = 491.523; p < 0.001), with both variables explaining 64.8% of work stress variance. Novelty: This study integrates internal spiritual capacity and campus welfare constructs within a single regression framework focusing on working university students. Implications: The findings indicate the importance of fostering students’ spiritual capacities and supportive campus environments as components of stress management strategies within higher education systems. Highlights: Higher Sisri-24 Scores Corresponded With Reduced Occupational Strain Indicators. Campus Welfare Dimensions Including Having, Loving, Being, and Health Showed Significant Statistical Relationships With Psychological Tension. Predictive Modeling Explained 64.8% of Variance Among Employed University Participants. Keywords: Spiritual Intelligence, School Well-Being, Working Students, Work Stress, Multiple Linear Regression

Self Control and Peer Support Reduce Academic Procrastination Levels: Pengendalian Diri dan Dukungan Teman Sebaya Mengurangi Tingkat Penundaan Akademik Neneng Amelia Ningsih; Eko Hardi Ansyah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.9516

General Background: Academic procrastination is a common behavioral problem among students characterized by delaying task initiation and completion, which may hinder learning development and academic performance. Specific Background: Internal psychological regulation, such as self-control, and external environmental factors, including peer social support, are recognized as determinants associated with academic procrastination among adolescents in school settings. Knowledge Gap: Previous studies generally examined either self-control or peer social support in relation to academic procrastination, while empirical investigations simultaneously examining these variables within a single analytical framework remain limited. Aims: This study aimed to examine the relationship between self-control and peer social support with academic procrastination among students at SMA Ma’arif NU Pandaan. Results: Using an inferential quantitative design with 218 participants selected through accidental sampling, data were collected using three measurement scales consisting of 28 self-control items (reliability 0.919), 22 peer social support items (reliability 0.729), and 43 academic procrastination items (reliability 0.994), analyzed through multiple linear regression using JASP. The findings indicated a significant simultaneous relationship between self-control and peer social support with academic procrastination (F = 16.239; p < 0.001), with self-control contributing 5% and peer social support contributing 8.1% to academic procrastination variance, while both variables explained 13.1% of total variance. Regression analysis revealed that increased self-control and peer social support were associated with decreased academic procrastination scores. Novelty: This study integrates internal and external psychosocial variables simultaneously to examine academic procrastination among senior high school students. Implications: The results highlight the relevance of strengthening self-regulation capacity and supportive peer environments to address procrastination behavior in educational contexts. Keywords: Self Control, Peer Social Support, Academic Procrastination, Adolescents, Multiple Regression

Family Harmony and Self Regulation Predict Student Learning Motivation: Keharmonisan Keluarga dan Pengaturan Diri Memprediksi Motivasi Belajar Siswa Maulidia Bati Awwahah; Eko Hardi Ansyah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.9534

General Background: Learning motivation is a central component in educational achievement and student development, shaped by internal and external determinants. Specific Background: Previous evidence indicates that family environment and self-regulation capacity are critical determinants associated with students’ engagement, goal orientation, and academic participation, particularly within Islamic secondary school contexts. Knowledge Gap: Earlier studies frequently investigated family harmony and self-regulation independently, with limited empirical examination of their combined relationship with learning motivation among MTs students. Aims: This study examines the relationship between family harmony and self-regulation with learning motivation among students at MTs Fadllillah. Results: Using a quantitative inferential design with 228 students selected through accidental sampling, data were collected using validated psychological scales and analyzed through multiple linear regression. Findings demonstrated a statistically significant relationship between family harmony and self-regulation with learning motivation, indicated by F(2,225) = 118.209 and p < 0.001. The coefficient of determination showed that both variables contributed 51.2% to learning motivation variance. Partial analysis also revealed significant relationships between family harmony and learning motivation, as well as between self-regulation and learning motivation. Novelty: This research integrates internal and external determinants of learning motivation simultaneously within an Islamic junior secondary education setting, providing a comprehensive analytical perspective. Implications: The findings provide empirical evidence supporting the importance of supportive family relationships and self-management capacity in strengthening student engagement, offering insights for educational practitioners and policymakers in designing student development strategies. Highlights: Combined Parental Relationship Quality and Personal Management Capacity Explain More Than Half of Academic Engagement Variance. Household Relational Stability Shows Statistically Significant Association With Student Academic Drive. Personal Behavioral Control Capacity Demonstrates Strong Statistical Association With Academic Engagement Patterns. Keywords: Family Harmony, Self Regulation, Learning Motivation, MTS Students, Multiple Linear Regression

Job Satisfaction and Work Stress Associated With Burnout in Shadow Teachers: Kepuasan Kerja dan Stres Kerja yang Berkaitan dengan Burnout pada Guru Bayangan Silvi Jihan Amalia; Eko Hardi Ansyah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.9611

General Background: Burnout is a psychological condition characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment arising from prolonged occupational stress, particularly in demanding educational environments. Specific Background: In inclusive education settings, shadow teachers play a crucial role in assisting students with special needs, requiring sustained emotional engagement, patience, and instructional adaptation, which may increase vulnerability to occupational strain. Knowledge Gap: Despite growing attention to teacher well-being, empirical studies examining job satisfaction and work stress simultaneously as predictors of burnout among shadow teachers remain limited. Aims: This study aimed to examine the relationships between job satisfaction and work stress with burnout among shadow teachers in Sidoarjo. Results: Using a quantitative design, data were collected from 186 shadow teachers selected through purposive sampling from a population of 400 individuals. Psychological instruments included the Job Satisfaction Survey, Job Stress Scale, and Maslach Burnout Inventory–Educators Survey (MBI-ES). Multiple linear regression analysis conducted using JASP version 0.16.4 indicated a statistically significant relationship between job satisfaction and work stress with burnout (p = 0.001 < 0.05). Novelty: The study provides empirical evidence integrating job satisfaction and work stress variables within a single regression model focusing specifically on shadow teachers in inclusive education contexts. Implications: The findings highlight the importance of considering occupational conditions and psychological factors in understanding burnout among educational support professionals, supporting future organizational and educational strategies addressing teacher well-being. Highlights: Statistical Testing Confirmed a Significant Simultaneous Relationship Among Measured Variables. Regression Modeling Identified Occupational and Psychological Factors Linked to Emotional Exhaustion Conditions. Data From 186 Educational Assistants Provided Empirical Evidence Within Inclusive Learning Settings. Keywords: Job Satisfaction, Work Stress, Burnout, Shadow Teachers, Inclusive Education

Gratitude Correlates With Emotional Intelligence Among Industrial Employees: Rasa Syukur Berkorelasi dengan Kecerdasan Emosional di Kalangan Karyawan Industri Surya Satria; Eko Hardi Ansyah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.9718

General Background: Human resource management emphasizes employee psychological characteristics as essential components supporting workplace behavior, well-being, and organizational functioning. Emotional intelligence and positive psychological traits are frequently examined to understand employees’ emotional regulation and interpersonal functioning in organizational settings. Specific Background: Gratitude is described as an individual disposition reflecting recognition of positive experiences and divine blessings, while emotional intelligence involves self-awareness, emotional regulation, motivation, empathy, and relationship management among employees. Knowledge Gap: Empirical evidence examining the relationship between gratitude and emotional intelligence among contract employees in Indonesian industrial contexts remains limited, particularly using validated psychometric instruments. Aims: This study aimed to determine the relationship between gratitude and emotional intelligence among employees of PT. Menara Multi Mas. Results: Using a quantitative correlational design, data were collected from 117 contract employees through questionnaire administration. The gratitude scale demonstrated reliability (α = 0.738), while the emotional intelligence scale showed higher reliability (α = 0.873). Normality testing indicated normally distributed data, and Pearson correlation analysis revealed a significant positive relationship between gratitude and emotional intelligence (r = 0.698–0.699; p = 0.000). Novelty: The study provides empirical correlation evidence using adapted gratitude and emotional intelligence measurement scales within an industrial employee population. Implications: The findings indicate that higher gratitude tendencies are associated with higher emotional intelligence, suggesting the relevance of psychological development programs supporting emotional awareness and positive attitudes among employees in organizational environments. Highlights: Statistical Analysis Confirms a Significant Positive Association Between Measured Psychological Variables Among Participants. Measurement Instruments Demonstrated Acceptable Internal Consistency Based on Reliability Testing Results. Most Respondents Were Categorized Within High and Very High Levels Across Assessed Psychological Dimensions. Keywords: Gratitude, Emotional Intelligence, Employee Psychology, Organizational Behavior, Workplace Well-Being

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