eprintid: 66952
rev_number: 10
eprint_status: archive
userid: 12460
dir: disk0/00/06/69/52
datestamp: 2024-09-11 02:23:13
lastmod: 2024-09-11 02:23:13
status_changed: 2024-09-11 02:23:13
type: thesis
metadata_visibility: show
contact_email: muh.khabib@uin-suka.ac.id
creators_name: Kharizma Putri Sugiharto, NIM.: 20107010089
title: BURNOUT AKADEMIK DITINJAU DARI REGULASI DIRI DALAM BELAJAR DAN DETERMINASI DIRI PADA MAHASISWA YANG SEDANG MENGERJAKAN SKRIPSI
ispublished: pub
subjects: psik
divisions: jur_psi
full_text_status: restricted
keywords: Burnout Akademik, Regulasi Diri Dalam Belajar, Determinasi Diri, Mahasiswa, Skripsi
note: Pembimbing: Fitriana Widyastuti S. Psi., M. Psi
abstract: The thesis writing phase is a quite exhausting period for final-year students who are pursuing a bachelor's degree. One common problem faced by students during this stage is the emergence of academic burnout, which can negatively impact the thesis writing process if not addressed promptly. Based on this issue, the researcher aims to examine the relationship between self-regulation in learning and self-determination on academic burnout among students writing their thesis. This study employs a quantitative correlational method. The subjects of this research are 165 students from a university in D.I. Yogyakarta. The data collection technique in this study used convenience sampling technique. Data were collected using the academic burnout scale, the self-regulation in learning scale, and the AMS-28 scale modified by the researcher. The data analysis technique used is multiple regression analysis. The results of the study show that there is a significant relationship between self-regulation in learning and self-determination on academic burnout (p = 0.000). Analysis of each independent variable indicates that self-regulation in learning has a negative relationship with academic burnout (p = 0.000), and self-determination also has a negative relationship with academic burnout (p = 0.000). The effective contribution of self-regulation variables in learning to academic burnout is 27.7%, while determination contributes 15.9%. In this case, self-regulation in learning provides more effective contributions than self-determination. The implications of this study suggest that students writing their thesis need to enhance their self-regulation in learning and maintain their motivation to avoid the risk of academic burnout.
date: 2024-07-30
date_type: published
pages: 180
institution: UIN SUNAN KALIJAGA YOGYAKARTA
department: FAKULTAS ILMU SOSIAL DAN HUMANIORA
thesis_type: skripsi
thesis_name: other
citation:   Kharizma Putri Sugiharto, NIM.: 20107010089  (2024) BURNOUT AKADEMIK DITINJAU DARI REGULASI DIRI DALAM BELAJAR DAN DETERMINASI DIRI PADA MAHASISWA YANG SEDANG MENGERJAKAN SKRIPSI.  Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.   
document_url: https://digilib.uin-suka.ac.id/id/eprint/66952/1/20107010089_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/66952/2/20107010089_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf