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Eko Hardi Ansyah
Program Studi Ilmu Psikologi, Universitas Muhammadiyah Sidoarjo
Medicine & Pharmacology Public Health

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Conformity and Interpersonal Drivers of Adolescent Bandwagon Behavior: Konformitas dan Faktor Pendorong Interpersonal dalam Perilaku Ikut-ikutan Remaja Zaidan Aufi Romadhoni; 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.10.2025.7495

Abstract

General Background: The bandwagon effect describes individuals’ tendency to follow behaviors or trends adopted by others. Specific Background: Among students, peer interaction frequently shapes participation in popular trends within school environments. Knowledge Gap: Limited qualitative research explores adolescents’ lived experiences in understanding how bandwagon behavior forms. Aims: This study investigates the manifestation of bandwagon phenomena among high school students. Results: Using a qualitative phenomenological approach at SMA Muhammadiyah 2 Sidoarjo with three participants, data from interviews revealed that conformity and interpersonal factors played stronger roles in trend participation than status motives. Students often followed trends without prior evaluation and reported mixed outcomes, including positive and negative experiences. Novelty: This study offers phenomenological insight into students’ subjective perspectives by examining conformity, interpersonal dynamics, and status orientation within bandwagon behavior. Implications: The findings provide contextual understanding for educators and psychologists to develop awareness and guidance strategies related to adolescent social behavior in educational settings. Highlights: Peer Group Alignment Encourages Unconsidered Trend Participation Among Students. Social Interaction Processes Shape Decision-Making Patterns Related to Popular Activities. Participation in Popular Trends Produces Both Beneficial and Adverse Student Experiences. Keywords: Bandwagon Phenomenon, Student Social Behavior, Trend Adoption, Phenomenological Psychology, Peer Dynamics
Peer Social Support and Self-Control Predict Student Learning Motivation: Dukungan Sosial dari Teman Sebaya dan Pengendalian Diri Memprediksi Motivasi Belajar Siswa Azmi Syaikha Az Zahro Purnomo; 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.10.2025.9454

Abstract

General Background: Learning motivation represents a fundamental psychological factor that drives students to achieve educational goals and sustain academic engagement. Specific Background: Learning motivation among university students is shaped by internal factors such as self-control and external factors such as peer social support, both of which are essential in supporting academic persistence and achievement. Knowledge Gap: Previous studies predominantly examine learning motivation among school students or separately analyze peer social support and self-control, with limited investigation integrating both variables simultaneously among university students. Aims: This study aims to examine the relationship between peer social support and self-control with learning motivation among students at Muhammadiyah Sidoarjo University. Results: Using inferential quantitative methods with accidental sampling of 252 students, data were collected through Likert-scale questionnaires and analyzed using multiple linear regression. The findings revealed a statistically significant relationship between peer social support and self-control with learning motivation (R = 0.732; R² = 0.536; p < 0.001). Peer social support contributed 22.6% and self-control contributed 31% to learning motivation, indicating self-control as the stronger predictor. Novelty: This study integrates internal and external psychological determinants simultaneously within a university student population, providing empirical evidence on their combined relationship with learning motivation. Implications: The findings highlight the importance of strengthening peer-based support systems and fostering self-regulation competencies to support student learning motivation in higher education contexts. Highlights: Combined Internal Regulation and Interpersonal Assistance Explained 53.6% Variance in Academic Drive. Individual Behavioral Regulation Contributed a Larger Predictive Proportion Than Social Assistance. Student Academic Drive Was Statistically Associated With Both Interpersonal and Personal Psychological Factors. Keywords: Peer Social Support, Self-Control, Learning Motivation, University Students, Multiple Linear Regression
Co-Authors Azmi Syaikha Az Zahro Purnomo Zaidan Aufi Romadhoni