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INTERKORELASI SIKAP WARA’ DAN KEPRIBADIAN CONSCIENTIOUSNESS TERHADAP MOTIVASI PRESTASI MAHASISWA SANTRI
Achievement motivation can promote maximum obtainment of learning outcomes characterized by a tendency to do tasks well and maximally, a good environment, friendships, lifestyle, talents, interests and ideals are factors that can increase achievement motivation. However, not all students have an adequate environment due to various factors, so it is necessary to test other intristic factors that have a relationship and influence on improving achievement including personality and one's religious attitude. In this case, the wara' attitude and conscientiousness personality were chosen to be reviewed to what extent the relationship and influence on achievement motivation, especially for santri students who are studying away from home. Both are assumed to have a relationship with achievement motivation by predicting how santri students set goals, plan actions, and persist in facing challenges. The first stage is qualitative to construct the measurement scale of the wara' attitude using a comparative approach to texts that explain the wara' attitude and psychological variables that have similarities to the wara' attitude. The second stage is quantitative to examine the relationship and influence of each independent variable on the independent variable using multiple correlation and multiple regression analysis. This study produces findings: qualitatively, wara' attitude has similarities with self-control where the dimensions of long-term goals, control of momentary responses and delayed gratification although self-control is more selfish than moralistic wara' attitude, so the construction of measuring instruments is done by modifying the scale. Quantitatively, there are several conclusions: first, wara' attitude and achievement motivation have a positive relationship, obtained a correlation coefficient of 0.67 sig. 0.00 (p < 0.05) where every increase in wara' attitude can increase achievement motivation by 0.45 (R2). Second, conscientiousness personality is positively related to achievement motivation with a correlation coefficient of 0.75 and sig. 0.00 (p> 0.05) with each increase in achievement motivation is influenced by conscientiousness personality by 0.57 (R2). Third together the three are related 0.79 (p> 0.05) and the coefficient of determination is 0.62. It can be concluded from each of each variable has a high relationship and influence on increasing student achievement motivation.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
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