@mastersthesis{digilib58958,
           month = {March},
           title = {HUBUNGAN DUKUNGAN OTONOMI ORANG TUA, KONTROL PSIKOLOGIS, KONTROL PERILAKU, SOSIALISASI AKADEMIK ORANG TUA, RESPON HUKUMAN DAN RESPON TANPA HUKUMAN PADA NILAI AKADEMIK DENGAN MOTIVASI OTONOM AKADEMIK SISWA MTs NEGERI DI KABUPATEN SLEMAN},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 20200012083 Siti Eni Aisyah Simbolon},
            year = {2023},
            note = {Pembimbing: Dr. Erika Setyanti Kusumaputri, S.Psi., M.Si},
        keywords = {Self Determination Theory, Motivasi Otonom Akademik, Kontrol Orang Tua},
             url = {https://digilib.uin-suka.ac.id/id/eprint/58958/},
        abstract = {The encouragement of autonomous motivation in academics is one of the strategies to prevent students from continuing their education. Early adolescence is a period that reflects many changes in needs such as emotional, cognitive and social, which often causes a decrease in academic performance. Autonomous motivation can be increased through interpersonal relationships that facilitate the satisfaction of basic psychological needs, one of which is the parent-child relationship. This research is to identify the relationship of parenting behavior to encourage academic autonomous motivation of State MTs students in Sleman Regency. The developed model involves seven variables. Variables that have a position as independent variables are parental autonomy, psychological control, behavioral control, response to punishment and response without punishment. Furthermore, the variable that acts as the dependent variable is academic autonomous motivation. Data analysis was performed using the Multiple Linear Regression Analysis approach. The data used are primary and quantitative data. Data were collected from 569 respondents by distributing questionnaires via a Google form using a Likert scale with five answer choices. Data analysis was carried out with the help of the IMB SPSS 22 application. The test results showed that of the six relationships tested, three were significant at 5 percent alpha, and the remaining three other variables were not significant. The insignificant relationship is the relationship of psychological control with academic autonomous motivation, student academic socialization with academic autonomous motivation and the relationship of response without punishment with academic autonomous motivation. Furthermore, the variables of parental autonomy support, behavior control and response without punishment each have a significant relationship with students' academic autonomy motivation.}
}