@phdthesis{digilib64674,
           month = {March},
           title = {SCHOOL WELL-BEING SISWA SEKOLAH BERASRAMA DITINJAU DARI KECERDASAN EMOSI DAN KELEKATAN DENGAN TEMAN SEBAYA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 20107010116 Meuthia Putri Siswanto},
            year = {2024},
            note = {Pembimbing: Fitriana Widyastuti, S.Psi., M.Psi.},
        keywords = {Kecerdasan Emosi, Kelekatan Teman Sebaya, School Well-Being, Siswa Sekolah Berasrama},
             url = {https://digilib.uin-suka.ac.id/id/eprint/64674/},
        abstract = {Early adolescents experience the transition from elementary school to junior high school and at the same time experience the transition from childhood to adolescence which certainly requires adaptation. School well-being problems in boarding school students can have a negative impact such as academic stress and delinquency intentions in students. Based on problems related to school well-being, researchers are interested in reviewing the relationship between emotional intelligence and peer attachment with school well-being of boarding school students. This study used a correlational quantitative method. The research subjects were junior high school students in two boarding schools in Sleman Regency, with a sample size of 106. The data collection instruments used the school well-being scale compiled by the researcher, the SSEIT scale for emotional intelligence variables, and the IPPA-R scale for peer attachment variables. The data analysis technique in this study used multiple regression analysis. The results of this study indicate that there is a significant relationship between emotional intelligence and peer attachment with school well-being (p = 0.000). Analysis on each independent variable shows that emotional intelligence has a positive relationship with school well-being (p = 0.002) and peer attachment also has a positive relationship with school well-being (p = 0.000). The implication of this study is to help learners to improve their well-being at school, through programs to increase emotional intelligence and peer attachment.}
}