The Synthesis of Self-Efficacy of Academic Resilience Capacity (SEARC) as the Implication of Self-Efficacy Contribution to Student Academic

Azhariah Fatia; Alfaiz Alfaiz; Yuzarion Yuzarion; Andre Julius; Ryan Hidayat Rafiola; Fendahapsari Singgih Sendayu; Anabelie V.  Valdez; Dosi Juliawati

doi:10.32939/tarbawi.v18i1.1522

Authors

Azhariah Fatia Universitas Islam Negeri Imam Bonjol Padang
Alfaiz Alfaiz Universitas Ma’soem
Yuzarion Yuzarion Universitas Ahmad Dahlan
Andre Julius Universitas Ma’soem
Ryan Hidayat Rafiola Universitas Negeri Gorontalo
Fendahapsari Singgih Sendayu Universitas Negeri Palangkaraya
Anabelie V. Valdez Mindanao State University
Dosi Juliawati Institut Agama Islam Negeri Kerinci

DOI:

https://doi.org/10.32939/tarbawi.v18i1.1522

Keywords:

Academic Resilience Capacity, Self-Efficacy Ability, Synthesis Study

Abstract

Many students in the educational process need more resilience. This research aims to determine the academic resilience of students' self-efficacy aspects, such as mastery experience, vicarious experience, social persuasion, and emotional state. It also aims to synthesize a framework for modifying students’ academic behavior, namely Self-Efficacy of Academic Resilience Capacity (SEARC). A quantitative approach with regression and literature analyses was used to develop a synthesis framework based on the field findings. The random sampling method was used to collect data on students' self-efficacy. The instrument used in this research was the Academic Self-Efficacy Scale (ASES) developed by Alfaiz with a 0.898 reliability. The collected data were analyzed descriptively and regression analysis was used to test the hypothesis. The results showed that mastery experience, vicarious experience, and emotional state significantly increase students’ resilience but social persuasion is insignificant when viewed partially. It implies that self-efficacy ability contributes to academic resilience.

Downloads

Download data is not yet available.

References

Alfaiz, A., & Yandri, H. (2015). Self concept and self efficacy as a ground points in social activities (an analysis of psychology perspective: a social cognitive theory). Jurnal Pelangi, 7(2). https://doi.org/10.22202/jp.2015.v7i2.203

Alfaiz, A., Hidayah, N., Hambali, I. M., & Radjah, C. (2019a). Human Agency as a Self Cognition of Human Autonomous Learning: A Synthesized Practical of Agentic Approach. Journal of Social Studies Education Research, 10(4), 370-391. Google Scholar

Alfaiz, A., Hidayat, H., Yandri, H., Sari, A., Sendayu, F., Suarja, S., & Arjoni, A. (2021). Identification of Perceived Self-Efficacy to Predict Student’s Awareness in Career Readiness. Islamic Guidance and Counseling Journal, 4(1). https://doi.org/10.25217/igcj.v4i1.933

Alfaiz, A., Rafiola, R. H., Hariko, R., & Zulfikar, Z. (2017b). Condition and Shaping of Student Personality in Educational Process Through Transpersonal Psychology Perspective. In 3rd International Conference on Education and Training (ICET 2017) (pp. 1-4). Atlantis Press. https://dx.doi.org/10.2991/icet-17.2017.1

Alfaiz, A., Yandri, H., Yuzarion, Y., Lestari, L. P. S., & Heriyani, E. (2019b). Persepsi individu untuk mencapai prestasi pribadi dalam aktivitas karir: riset pendahuluan. Psychocentrum Review, 1(2), 85-95. https://doi.org/10.26539/pcr.1276

Alfaiz, A., Zulfikar, Z., & Yulia, D. (2017a). Efikasi Diri sebagai Faktor Prediksi Kesiapan Mahasiswa dalam Mengerjakan Tugas Kuliah. Ilmu Pendidikan: Jurnal Kajian Teori Islamic Guidance and Counseling Journal Vol. 4, No. 1, pp. 124-132, January 2021 dan Praktik Kependidikan, 2(2), 119-124. http://dx.doi.org/10.17977/um027v2i22017p119

Alfaiz, R. H. R., Triyono, M. D., & Septya Suarja, N. (2020). Student Personal Agency Weakness in Autonomous Learning: Preliminary Research. International Journal of Innovation, Creativity and Change, 13(7). 973-989. Google Scholar

Allred, S. L., Harrison, L. D., & O'Connell, D. J. (2013). Self-efficacy: An important aspect of prison-based learning. The Prison Journal, 93(2), 211–233. http://doi.org/10.1177/0032885512472964

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, New Jersey: Prentice-Hall

Bandura, A. (1978). The self system in reciprocal determinism. American psychologist, 33(4), 344. http://doi.org/10.1037/0003-066x.33.4.344

Bandura, A. (1986). Social Foundation of Thought and Action: Social Cognitive Theory. Englewood Cliffs, New Jersey: Prentice-Hall.

Bandura, A. (1995). Self-efficacy in changing societies. Cambridge university press. Google Scholar Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23- 28). Google Scholar

Bandura, A. (1997). “Self-Efficacy The Exercise of Control”. New York: Freeman and Company

Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian journal of social psychology, 2(1), 21–41. https://doi.org/10.1111/1467-839X.00024

Bandura, A. (2000). Exercise of human agency through collective efficacy. Current directions in psychological science, 9(3), 75–78. https://doi.org/10.1111%2F1467-8721.00064

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164–180. http://doi.org/10.1177/1745691617699280

Bandura, A. (2008). Toward an agentic theory of the self. Advances in self research, 3, 15–49. Google Scholar

Bandura, A., & McClelland, D. C. (1977). Social learning theory (Vol. 1). Prentice-Hall: Englewood Cliffs. Google Scholar

Boeree, G. (2004). Personality Theories, terj. Inyiak Ridwan Muzir. Yogya: Primasophie. Google Scholar

Cauce, A. M., & Gordon, E. W. (2012). Toward the measurement of human agency and the disposition to express it. Gordon commission on the future of educational assessment, Princeton, Educational Testing Service. Google Scholar

Gao, Z., Lochbaum, M., & Podlog, L. (2011). Self-efficacy as a mediator of children’s achievement motivation and in-class physical activity. Perceptual and Motor Skills, 113(3), 969-981. http://doi.org/10.2466/06.11.25.PMS.113.6.969-981

Hergenhahn, B. R., & Olson, M. H. (2008). Theories of Learning (teori belajar). Tri Wibowo BS (Alih 20ahasa). Jakarta: Kencana Prenada Media Group. Google Scholar

Kadafi, A., Alfaiz, A., Ramli, M., Asri, D., & Finayanti, J. (2021). The Impact of Islamic Counseling Intervention towards Students’ Mindfulness and Anxiety during the COVID-19 Pandemic. Islamic Guidance and Counseling Journal, 4(1). https://doi.org/10.25217/igcj.v4i1.1018

Krumboltz, J. D., Mitchell, A. M., & Gelatt, H. B. (2011). Krumboltz’s learning theory of career counseling (LTCC) & happenstance. Google Scholar

Montenegro, A. (2019). Why are students’ self-initiated contributions important (?) A study on agentic engagement. International Journal of Sociology of Education, 8(3), 291–315. http://dx.doi.org/10.17583/rise.2019.4540

Pajares, F. (2002). Self-efficacy beliefs in academic contexts: An outline. Google Scholar

Pajares, F. (2006). Self-efficacy during childhood and adolescence. Self-efficacy beliefs of adolescents, 5, 339–367. Google Scholar

Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of educational psychology, 86(2), 193. https://psycnet.apa.org/doi/10.1037/0022-0663.86.2.193

Pajares, F., & Usher, E. L. (2008). Self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism. Advances in motivation and achievement, 15, 391-423. Google Scholar

Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students' engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. http://doi.org/10.1016/j.cedpsych.2011.05.002

Umar, H. (2008). Metode Penelitian untuk skripsi dan tesis Bisnis edisi Kedua. Jakarta: PT RajaGrafindo Persada. Google Scholar

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge. Google Scholar