Intentional Self-Regulation and Schools Climate Effects on Academic Buoyancy Mediated by Positive Youth Development

Shofa Mutiara Arafah, Neneng Tati Sumiati

Abstract


Academic buoyancy is the capability to handle and effectively manage daily difficulties and challenges. Therefore, the purpose of this study was to determine the role of positive youth development in mediating the relationship between intentional self-regulation, schools climate, and academic buoyancy. A quantitative method with a cross-sectional design was used, the respondents were 875 students from Madrasah Aliyah Negeri (MAN) in Tasikmalaya City, and path analysis was conducted with Mplus 8.4 software. The results showed that positive youth development mediated the relationship between intentional self-reguation, schools climate, and academic buoyancy. Furthermore, the study recommended that schools need to provide programs to facilitate positive youth development. This can be achieved through the development of positive climate and improvement of students' intentional self-reguation ability.

Keywords


Academic buoyancy, Positive youth development, Intentional self-regulation, Schools climate

Full Text:

PDF

References


Adnyana, I. M. D. M. (2021). Populasi dan sampel. In T. S. Tambunan (Ed.), Metode penelitian pendekatan kuantitatif (pp. 103–129). Media Sains Indonesia. https://www.researchgate.net/publication/354059356

af Ursin, P., Järvinen, T., & Pihlaja, P. (2021). The role of academic buoyancy and social support in mediating associations between academic stress and school engagement in finnish primary school children. Scandinavian Journal of Educational Research, 65(4), 661–675. https://doi.org/10.1080/00313831.2020.1739135

Aloka, P. (2022). Social comparison and academic buoyancy among freshmen in one selected public university. EUREKA: Social and Humanities(3), 49-59. 10.21303/2504-5571.2022.002447

Bahrodin, A. (2024). Hubungan antara peer support dan academic bouyancy dengan self regulated learning sebagai mediator pada mahasiswa rantau. Risalah: Jurnal Pendidikan Dan Studi Islam, 10(1), 39–48. https://doi.org/10.31943/jurnal_risalah.v10i1.1000

Bakhshaee, F., Hejazi, E., Dortaj, F., & Farzad, V. (2016a). Perceived parenting, school climate and positive youth development: a predicting model. Journal of Fundamental and Applied Sciences, 8(3), 654. https://doi.org/10.4314/jfas.v8i3s.253

Bakhshaee, F., Hejazi, E., Dortaj, F., & Farzad, V. (2016b). The modeling of school climate perception and positive youth development with academic buoyancy. Journal of Current Research in Science, 8(1), 94–100. www.jcrs010.com DOI

Bakhshaee, F., Hejazi, E., Dortaj, F., & Farzad, V. (2017). Self-management strategies of life, positive youth development and academic buoyancy: a Causal Model. International Journal of Mental Health and Addiction, 15(2), 339–349. https://doi.org/10.1007/s11469-016-9707-x

Balaguer, Á., Benítez, E., de la Fuente, J., & Osorio, A. (2021). Structural empirical model of personal positive youth development, parenting, and school climate. Psychology in the Schools, 59(3), 451–470. https://doi.org/10.1002/pits.22620

Bostwick, K. C. P., Martin, Andrew. J., Collie, Rebecca. J., Burns, Emma. C., Hare, N., Cox, S., Flesken, A., & McCarthy, Ian. (2022). Supplemental material for academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology, 114(8), 1931–1949. https://doi.org/10.1037/edu0000753.supp

Colmar, S., Liem, G. A. D., Connor, J., & Martin, A. J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students. Educational Psychology, 39(8), 1068–1089. https://doi.org/10.1080/01443410.2019.1617409

Datu, J. A. D., & Yang, W. (2019). Academic buoyancy, academic motivation, and academic achievement among filipino high school students. Current Psychology, 40(8), 3958–3965. https://doi.org/10.1007/s12144-019-00358-y

Datu, J & Yang, W. (2016). Psychometric validity and gender invariance of the academic buoyancy scale in the Philippines: A construct validation approach. Journal of Psychoeducational Assessment, 36(3), 278-283. 10.1177/0734282916674423

Dehbidi, F. A., Khormaei, F., Sheikholeslami, R., & Hosinchari, M. (2022). The mediating role of positive youth development in the relationship between school ethical climate with destructive academic behaviors fateme azadi dehbidi masod hosinchari. Educational Psychology, 17(62), 177–203. https://doi.org/10.22054/jep.2022.63216.3457

Desmita. (2017). Psikologi perkembangan peserta didik. PT Remaja Rosdakarya.

Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373–399. https://doi.org/10.1146/annurev-psych-010418

Fisher, A. E., Fisher, S., Arsenault, C., Jacob, R., & Barnes-Najor, J. (2020). The moderating role of ethnic identity on the relationship between school climate and self-esteem for African American adolescents. School Psychology Review, 49(3), 291–305. https://doi.org/10.1080/2372966X.2020.1760690

Geldhof, G. J., Bowers, E. P., Gestsdóttir, S., Napolitano, C. M., & Lerner, R. M. (2014). Self-regulation across adolescence: Exploring the structure of selection, optimization, and compensation. Journal of Research on Adolescence, 25(2), 214–228. https://doi.org/10.1111/jora.12131

Geldhof, G. J., Gestsdottir, S., Stefansson, K., Johnson, S. K., Bowers, E. P., & Lerner, R. M. (2015). Selection, optimization, and compensation: The structure, reliability, and validity of forced-choice versus Likert-type measures in a sample of late adolescents. International Journal of Behavioral Development, 39(2), 171–185. https://doi.org/10.1177/0165025414560447

Gestsdottir, S., Geldhof, G. J., Birgisdóttir, F., & Andrésdóttir, J. C. (2023). Intentional self-regulation and executive functions: Overlap and uniqueness in predicting positive development among youth in Iceland. Journal of Early Adolescence, 43(5), 545–576. https://doi.org/10.1177/02724316221113355

Gestsdottir, S., Geldhof, G. J., Lerner, J. V., & Lerner, R. M. (2017). What drives positive youth development? Assessing intentional self-regulation as a central adolescent asset. International Journal of Developmental Sciences, 11(3–4), 69–79. https://doi.org/10.3233/DEV-160207

Ghanizadeh, D., Talebi, B., & Yazdani, S. (2023). Structural analysis of the role of health literacy, organizational support and school climate on academic buoyancy with the mediation of performance in health promoting schools. Journal of School Administration, 11(2), 159–181. DOI

Harahap, R.H., Marpaung, N.Z., & Asengbaramae, R. (2023). Consumptive behaviour of Gen-Z and identity in the digital ra. Jurnal Sosiologi Andalas. 9 (2), 183-192. https://doi.org/10.25077/jsa.9.2.184-193.2023

Heydarnejad, T., Abdel Al Ibrahim, K. A., Abdelrasheed, N. S., & Rezvani, E. (2022). The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling. Language Testing in Asia, 12(1). 10.1186/s40468-022-00207-z

Hirvonen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The role of academic buoyancy and emotions in students’ learning-related expectations and behaviours in primary school. British Journal of Educational Psychology, 90(4), 948–963. https://doi.org/10.1111/bjep.12336

Hirvonen, R., Yli-Kivistö, L., Putwain, D. W., Ahonen, T., & Kiuru, N. (2019). School-related stress among sixth-grade students – Associations with academic buoyancy and temperament. Learning and Individual Differences, 70, 100–108. https://doi.org/10.1016/j.lindif.2019.01.012

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Juhrodin, Saputra, Y. M., Mamun, A., & Yunyun Y. (2023). Integrating life skills into volleyball training for positive youth development (PYD). Kinestetik : Jurnal Ilmiah Pendidikan Jasmani, 7(2), 318–325. https://doi.org/10.33369/jk.v7i2.26918

Lerner, R. M., Lerner, J. V, Bowers, E. P., Geldhof, G. J., Hamilton, S., Hamilton, M. A., Catalano, R., & Hawkins, J. D. (2015). Positive youth development and relational-developmental-systems. In Child Psychology and Developmental Science (pp. 1–45).

Lesmana, J., & Savitri, J. (2019). Tipe student academic support dan academic buoyancy pada mahasiswa. Humanitas, 3(3), 179–200. https://doi.org/https://doi.org/10.28932/humanitas.v3i3.2266

Linver, M. R., Brown Urban, J., Chauveron, L. M., & Brown, J. (2016). Intentional self regulation and positive youth development: Implications for youth development programs. Journal of Youth Development, 10(3), 89–101. https://doi.org/10.5195/jyd.2015.10

Lopez, A., Yoder, J. R., Brisson, D., Lechuga-Pena, S., & Jenson, J. M. (2015). Development and Validation of a Positive Youth Development Measure: The Bridge-Positive Youth Development. Research on Social Work Practice, 25(6), 726–736. https://doi.org/10.1177/1049731514534899

Maqbool, S., Ismail, S.A., & Maqbool, S. (2020). Language learning strategies for Gen Z ESL learners as digital natives. Universal Journal of Educational Research, 8 (8), 3439-3448. 10.13189/ujer.2020.080818

Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the “5Cs” hold up over time? British Journal of Educational Psychology, 80(3), 473–496. https://doi.org/10.1348/000709910X486376

Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128–133. https://doi.org/10.1016/j.lindif.2013.06.006

Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53–83. https://doi.org/10.1016/j.jsp.2007.01.002

Martin, A. J., & Marsh, H. W. (2008b). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26(2), 168–184. https://doi.org/10.1177/0734282907313767

Mawarni, A., Sugandhi, N., Budiman, N., & Thahir, A. (2019). Academic buoyancy of science student in senior high school: Analysis and implications for academic outcomes. Journal of Physics: Conference Series. 10.1088/1742-6596/1280/3/032046

Mertens, E. C. A., Deković, M., van Londen, M., & Reitz, E. (2022). Parallel changes in positive youth development and self-awareness: The role of emotional self-regulation, self-esteem, and self-reflection. Prevention Science, 23(4), 502–512. https://doi.org/10.1007/s11121-022-01345-9

Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239–248. https://doi.org/10.1016/j.ijer.2013.05.004

Moghimi, D., Van Yperen, N. W., Sense, F., Zacher, H., & Scheibe, S. (2021). Using the selection, optimization, and compensation model of action-regulation to explain college students’ grades and study satisfaction. Journal of Educational Psychology, 113(1), 181–196. https://doi.org/10.1037/edu0000466

Novak, M., Parr, N. J., Ferić, M., Mihić, J., & Kranželić, V. (2021). Positive youth development in Croatia: School and family factors associated with mental health of Croatian adolescents. Frontiers in Psychology, 11, 1–14. https://doi.org/10.3389/fpsyg.2020.611169

Olendo, R. A., Chrispus Koinange, W., & Mugambi, D. (2019). Relationship between self-efficacy and academic buoyancy among form three students in selected secondary schools in Migori County, Kenya. International Journal of Research and Scientific Innovation (IJRSI) |, 6(10), 161–170. www.rsisinternational.org DOI

Oshri, A., Topple, T. A., & Carlson, M. W. (2017). Positive youth development and resilience: Growth patterns of social skills among youth investigated for maltreatment. Child Development, 88(4), 1087–1099. https://doi.org/10.1111/cdev.12865

Putri, A. A., & Magistarina, E. (2024). Perbedaan tingkat academic burnout pada siswa ditinjau dari jenis sekolah SMA/SMK/MA. MASALIQ, 4(3), 760-768. https://doi.org/10.58578/masaliq.v4i3.3072

Rameli, M. R. M., & Kosnin, A. M. (2018). Framework of school students academic buoyancy in mathematics: The roles of achievement goals orientations and self-regulation. Advanced Science Letters, 24(1), 553–555. https://doi.org/10.1166/asl.2018.12068

Tamannaeifar, M. R., & Ghohroodi, F. A. (2023). Relationship between self-regulation and self-efficacy with students’ academic buoyancy: Mediating of academic resiliency. Journal of Educational Psychology Studies, 19(48), 39–61. https://doi.org/10.22111/JEPS.2022.7168

Sitompul, M. R. (2021). Reliabilitas dan validitas konstruk academic buoyancy di Indonesia. Humanitas, 5(3), 389–397. https://doi.org/https://doi.org/10.28932/humanitas.v5i3.3778

Safiany, A., & Maryatmi, A. S. (2018). Hubungan self efficacy dan dukungan teman sebaya dengan stres akademik pada siswa-siswi kelas XI di SMA Negeri 4 Jakarta Pusat. IKRAITH-Humaniora, 2(3), 87–95. DOI

Safa, J. S., Esfhani, M. D., & Poordel, M. (2021). Development of a model of academic buoyancy based on with school connection, family’s emotional atmoshphere, motivation, self-efficacy and academic engagement of students. Journal of Counseling Research, 20(77), 227–256. https://doi.org/10.18502/qjcr.v20i77.6149

Shek, D. T. L., & Chai, W. (2020). The impact of positive youth development attributes and life satisfaction on academic well-being: A longitudinal mediation study. Frontiers in Psychology, 11, 1–14. https://doi.org/10.3389/fpsyg.2020.02126

Sieng, M., Cloutier, S., & Irimata, K. (2018). Positive Youth Development Sustainability Scale (PYDSS): The development of an assessment tool. Journal of Social Change, 10(1), 81–97. https://doi.org/10.5590/josc.2018.10.1.07

Stefansson, K. K., Gestsdottir, S., Birgisdottir, F., & Lerner, R. M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 64, 23–33. https://doi.org/10.1016/j.adolescence.2018.01.005

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

Thapa, A., & Cohen, J. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357-385. 10.3102/0034654313483907

Wang, J., & Wang, X. (2020). Structural equation modeling: Application using Mplus (D. J. Balding, N. A. C. Cressie, G. M. Fitzmaurice, H. Goldstein, G. Molenberghs, D. W. Scott, A. F. M. Smith, & R. S. Tsay, Eds.; Second). Jhon Wiley & Son Ltd.

Weiner, M. B., Geldhof, G. J., & Gestsdottir, S. (2015). Intentional self-regulation in youth: Applying research findings to practice and programs. In Promoting Positive Youth Development (pp. 21–36). https://doi.org/10.1007/978-3-319-17166-1_2

Weißenfels, M., Hoffmann, D., Dörrenbächer-Ulrich, L., & Perels, F. (2023). Linking academic buoyancy and math achievement in secondary school students: Does academic self-efficacy play a role? Current Psychology, 42(27), 23422–23436. https://doi.org/10.1007/s12144-022-03488-y

Wulandari, A., Hasan Basri, H., & Samiroh. (2023). Pengelolaan kurikulum operasinal Madrasah di MAN 1 Kota Bekasi. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 21(2), 138–153. http://jurnaledukasikemenag.org

Xu, X., & Wang, B. (2022). EFL students’ academic buoyancy: does academic motivation and interest matter? Frontiers in Psychology, 13. 10.3389/fpsyg.2022.858054

Yun, S., Hiver, P., & Al-Hoorie, A. H. (2018). Academic buoyancy Wxploring learners’ everyday resilience in the language clasroom. Studies in Second Language Acquisition, 40(4), 805–830. https://doi.org/10.1017/S0272263118000037

Zavareh, R.T., et al. (2022). Effectiveness of Cooperative Learning on Math Anxiety, Academic Motivation and Academic Buoyancy in High school Students. Iranian Evolutionary and Educational Psychology, 4(3), 410-421. doi:10.52547/ieepj.4.3.410

Zimmerman, B. J. (2000). Attaining self-regulation. In Handbook of Self-regulation (pp. 13–39). https://doi.org/https://doi.org/10.1016/B978-012109890-2/50031-7




DOI: https://doi.org/10.15575/psy.v11i2.35025

Refbacks

  • There are currently no refbacks.


web stats

View My Stats

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.