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Peningkatan Keyakinan Diri Dan Hasil Belajar Guling Depan Melalui Latihan Imagery, Rizki Sito Harimurti
Peningkatan Keyakinan Diri Dan Hasil Belajar Guling Depan Melalui Latihan Imagery, Rizki Sito Harimurti
Jurnal Keolahragaan
Penelitian ini bertujuan untuk meningkatkan keyakinan diri dan hasil belajar guling depan pada siswa putri kelas X Madrasah Aliyah Sunan Pandanaran melalui integrasi latihan imagery pada pembelajaran Penjasorkes. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri empat tahapan yaitu: persiapan, pelaksanaan, observasi, dan refleksi. Analisis hasil penelitian dilakukan secara deskriptif kualitatif. Subjek penelitian ini adalah 25 siswa dari kelas X A Madrasah Aliyah Sunan Pandanaran. Tindakan yang dilakukan berupa integrasi latihan imagery dalam pembelajaran guling depan. Pengambilan data penelitian melalui tes unjuk kerja, observasi, dan angket skala keyakinan diri. Tes unjuk kerja dilakukan …
Finding The Right Equation For Success: An Exploratory Study On The Effects Of A Growth Mindset Intervention On College Students In Remedial Math, Tyrone A. Fleurizard, Patrick R. Young
Finding The Right Equation For Success: An Exploratory Study On The Effects Of A Growth Mindset Intervention On College Students In Remedial Math, Tyrone A. Fleurizard, Patrick R. Young
Journal of Counseling and Psychology
More and more students enter college in need of math remediation. Students in remedial math courses tend to report low self-efficacy, which negatively affects academic performance. To help low-achieving students succeed, researchers such as Dweck (2006) find that fostering a growth mindset increases self-efficacy and academic performance. The purpose of the present study was to explore the effects of a growth mindset intervention on the self-efficacy and performance of students in remedial math. It was hypothesized that students who participated in the growth mindset intervention would report higher levels of self-efficacy and test scores than the students who did not. …
Exploring Procrastination And Self-Regulated Learning Through Motivational Beliefs, Betsy Ng
Exploring Procrastination And Self-Regulated Learning Through Motivational Beliefs, Betsy Ng
Journal of Research Initiatives
This study investigated the relations among procrastination, motivational beliefs, and self-regulated learning with a sample of 8th and 9th grade Singaporean students (N = 442). It examined the role of procrastination on self-regulated learning through motivational beliefs in science using structural equation modelling. The results showed positive relations of procrastination with task value, self-efficacy and test anxiety, as well as use of learning strategies. In addition, t- test analyses revealed significant gender and grade level differences in motivational beliefs. Procrastination accounted for enough variation in motivational beliefs to emerge as a significant predictor, suggesting that procrastination could influence …
The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
The Effects Of The School-Work Environment On Mathematics Teachers’ Motivation For Teaching: A Self-Determination Theoretical Perspective, Danya M. Corkin, Adem Ekmekci, Richard Parr
Australian Journal of Teacher Education
Guided by self-determination theory, this study investigated the extent to which factors of teachers’ school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals’ autonomy support positively predicted teachers’ self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachers’ motivation for teaching were moderated by the level of autonomy support provided by the school principal.