SCHOOL WELL-BEING SISWA SEKOLAH BERASRAMA DITINJAU DARI KECERDASAN EMOSI DAN KELEKATAN DENGAN TEMAN SEBAYA

Meuthia Putri Siswanto, NIM.: 20107010116 (2024) SCHOOL WELL-BEING SISWA SEKOLAH BERASRAMA DITINJAU DARI KECERDASAN EMOSI DAN KELEKATAN DENGAN TEMAN SEBAYA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (SCHOOL WELL-BEING SISWA SEKOLAH BERASRAMA DITINJAU DARI KECERDASAN EMOSI DAN KELEKATAN DENGAN TEMAN SEBAYA) 20107010116_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (3MB) | Preview
	Text (SCHOOL WELL-BEING SISWA SEKOLAH BERASRAMA DITINJAU DARI KECERDASAN EMOSI DAN KELEKATAN DENGAN TEMAN SEBAYA) 20107010116_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (4MB) | Request a copy

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.

Share this knowledge with your friends :

Actions (login required)

View Item