PERAN DUKUNGAN KEMANDIRIAN DAN PERSEPSI KOMPETENSI SOSIAL-EMOSIONAL TERHADAP PERILAKU BERMASALAH SISWA MENENGAH PERTAMA DI MAGELANG

Nirwanda Nepta Permadani, NIM.: 21107010090 (2025) PERAN DUKUNGAN KEMANDIRIAN DAN PERSEPSI KOMPETENSI SOSIAL-EMOSIONAL TERHADAP PERILAKU BERMASALAH SISWA MENENGAH PERTAMA DI MAGELANG. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (PERAN DUKUNGAN KEMANDIRIAN DAN PERSEPSI KOMPETENSI SOSIAL-EMOSIONAL TERHADAP PERILAKU BERMASALAH SISWA MENENGAH PERTAMA DI MAGELANG) 21107010090_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (8MB) | Preview
	Text (PERAN DUKUNGAN KEMANDIRIAN DAN PERSEPSI KOMPETENSI SOSIAL-EMOSIONAL TERHADAP PERILAKU BERMASALAH SISWA MENENGAH PERTAMA DI MAGELANG) 21107010090_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (9MB) | Request a copy

Abstract

Adolescence is a complex transitional period. Adolescents' inability to meet demands stemming from personal as well as social urges can increase the risk of adolescent involvement in problematic behaviors. Independence support from teachers and perceived social-emotional competence are believed to play a role in suppressing the level of problematic behavior in adolescents. Therefore, this study aims to investigate the role of teacher support for independence and perceived social-emotional competence in students' problematic behavior. This study involved 372 respondents using a cluster sampling technique. Data collection was conducted directly by distributing the Strengths and Difficulties Questionnaire, Learning Climate Questionnaire, and Perceived Social-Emotional Competence Scale questionnaires to the students. The results showed that there was no significant relationship between teacher independence support and perceived social-emotional competence towards problematic behavior. These findings suggest that teacher autonomy support alone is insufficient and requires complementation by other elements more closely connected to students’ daily lives. Similarly, the perception of social-emotional competence has not been able to fully reflect students’ behavioral conditions due to its inherently subjective nature. Therefore, a more comprehensive approach is required.

Share this knowledge with your friends :

Actions (login required)

View Item