Open AccessKontribusi Academic Self-Efficacy dan Iklim Sekolah terhadap Kepuasan Hidup Siswa SMA
Author(s) -
Puti Annisa Utari,
Lucia R. M. Royanto,
Stephanie Yuanita Indrasari
Publication year - 2019
Publication title -
jurnal ilmiah psikologi mind set
Language(s) - English
Resource type - Journals
eISSN - 2685-3620
pISSN - 2086-1966
DOI - 10.35814/mindset.v8i02.332
Subject(s) - psychology , life satisfaction , test (biology) , academic year , class (philosophy) , school climate , juvenile delinquency , mathematics education , social psychology , developmental psychology , paleontology , artificial intelligence , computer science , biology
Teenage students who were previously accustomed to relying on adults, are expected to be independent and start thinking about their future. If they do not have enough mental readiness to deal with demands from their environment, it is feared that it can cause negative emotions that can result in the emergence of behavioral problems, such as depression and delinquency. These behavioral problems if not addressed immediately, will risk the poor development of students. Students are worried that they willfail to master the positive abilities that adults should have, such as the ability to control emotions and behave responsibly. Considering that students spend almost all of their time in school, the physical environment and social environment in schools should have a role in helping students to get through adolescence with positive self-development. Therefore, this study attempts to investigate the contribution of factors related to academic matters, namely academic self-efficacy and school climate on student life satisfaction. This study uses a quantitative approach using academic self-efficacy questionnaires, school climate, and student life satisfaction. The final respondents obtained were 211 class XII students from SMAN 5, SMAN 6,and SMAN 7 Depok. The data obtained were analyzed by multiple linear regression test. The results showed that academic self-efficacy and school climate had a significant contribution to student life satisfaction, both simultaneously and partially. No significant differences were found in the measurement of life satisfactionbetween female and malerespondents.