HUBUNGAN ANTARA EFIKASI DIRI DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA
DOI:
https://doi.org/10.26740/cjpp.v12n03.p1047-1053Keywords:
Efikasi Diri, Prokrastinasi Akademik, MahasiswaAbstract
Penelitian ini bertujuan untuk menguji hubungan antara efikasi diri dan prokrastinasi akademik pada mahasiswa. Efikasi diri, yang didefinisikan sebagai keyakinan individu akan kemampuannya untuk menyelesaikan tugas tertentu, diduga memiliki kaitan erat dengan perilaku menunda-nunda akademik. Metode kuantitatif dengan pendekatan korelasional diterapkan dalam studi ini. Populasi penelitian terdiri dari 56 mahasiswa aktif dari berbagai universitas di Indonesia, yang dipilih menggunakan teknik simple random sampling untuk memastikan representasi yang objektif. Data dikumpulkan melalui kuesioner online yang diadaptasi dari instrumen standar, yaitu General Self-Efficacy Scale (GSES) untuk mengukur efikasi diri dan Procrastination Assessment Scale for Students (PASS) untuk mengukur prokrastinasi akademik. Hasil analisis statistik menggunakan korelasi Pearson Product-Moment menunjukkan koefisien korelasi negatif sebesar -0,316 dengan nilai signifikansi 0,018 (p < 0,05). Temuan ini membuktikan bahwa terdapat hubungan negatif yang signifikan secara statistik antara efikasi diri dan prokrastinasi akademik. Dengan kata lain, semakin tinggi tingkat efikasi diri yang dimiliki seorang mahasiswa, maka semakin rendah kecenderungannya untuk melakukan prokrastinasi akademik, begitu pula sebaliknya. Implikasi dari penelitian ini menegaskan pentingnya membangun efikasi diri pada mahasiswa sebagai salah satu strategi untuk mengurangi perilaku penundaan dalam konteks akademik.
Abstract
This study aimed to investigate the relationship between self-efficacy and academic procrastination among university students. Self-efficacy, defined as an individual's belief in their capability to execute specific tasks, is theorized to be closely linked to academic procrastination behavior. The research employed a quantitative approach with a correlational design. The study population consisted of 56 active students from various universities in Indonesia, selected using a simple random sampling technique to ensure objective representation. Data were collected through online questionnaires adapted from standardized instruments: the General Self-Efficacy Scale (GSES) to measure self-efficacy and the Procrastination Assessment Scale for Students (PASS) to measure academic procrastination. The results of statistical analysis using Pearson Product-Moment correlation revealed a negative correlation coefficient of -0.316 with a significance value of 0.018 (p < 0.05). This finding confirms a statistically significant negative relationship between self-efficacy and academic procrastination. In practical terms, it indicates that students with higher levels of self-efficacy tend to exhibit lower tendencies for academic procrastination, and vice versa. The implication of this research underscores the importance of fostering self-efficacy in students as a potential strategy to mitigate procrastinatory behaviors within the academic context, thereby supporting better academic performance and well-being.
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