Meningkatkan Engagement pada Siswa melalui Variabel Emosi: Tinjauan Sistematik
Abstract
Keywords
DOI: 10.22146/buletinpsikologi.54355
References
Abbing, J. (2013). The effect of students’ engagement on academic achievement in different stages of their academic career from a dropout perspective. https://essay.utwente.nl/64264/1/Abbing J. - S0215767 - bachelorscriptie.pdf
Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological methodological issues of the construct. Psychology in the School, 45(5), 369–386. https://doi.org/10.1002/pits
Archambault, I., Janosz, M., Fallu, J.-S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32, 651–670. https://doi.org/10.1016/j.adolescence.2008.06.007
Astuti, F. B., Sumarwan, U., & Qayim, I. (2016). The role of student engagement in the success of study of scholarship awardee students of Bogor Agricultural University, Indonesia. Journal of Education and E-Learning Research, 3(3), 106–114. https://doi.org/10.20448/journal.509/2016.3.3/509.3.106.114
Audas, R., & Willms, J. D. (2001). Engagement and dropping out of school: A life-course perspective. Human Resources Development Canada Publications Centre.
Axelson, R. D., & Flick, A. (2011). Change: The magazine of higher learning. Defining student engagement. 43, 37–41. https://doi.org/10.1080/00091383.2011.533096
Bakker, A. B., Sanz Vergel, A. I., & Kuntze, J. (2015). Student engagement and performance: A weekly diary study on the role of openness. Motivation and Emotion, 39(1), 49–62. https://doi.org/10.1007/s11031-014-9422-5
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151. https://doi.org/10.1016/j.compedu.2020.103819
Buskist, W., Busler, J. N., & Kirby, L. A. J. (2018). Rules of (student) engagement. In New Directions for Teaching and Learning (Issue 154, pp. 55–63). Wiley Online Library. https://doi.org/10.1002/tl
Cacioppo, J. T., Gardner, W. L., & Berntson, G. G. (1999). The affect system has parallel and integrative processing components: Form follows function. Journal of Personality and Social Psychology, 76(5), 839–855. https://doi.org/10.1037/0022-3514.76.5.839
Cadime, I., Pinto, A. M., Lima, S., Rego, S., Pereira, J., & Ribeiro, I. (2016). Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement. Journal of Adolescence, 53, 169–179. https://doi.org/10.1016/j.adolescence.2016.10.003
Crumpton, H. E., & Gregory, A. (2011). “I’m not learning”: The role of academic relevancy for low-achieving students. Journal of Educational Research, 104(1), 42–53. https://doi.org/10.1080/00220670903567398
Datu, J. A. D., & Park, N. (2019). Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations. School Psychology International, 1–18. https://doi.org/10.1177/0143034319854474
Denovan, A., Dagnall, N., Macaskill, A., & Papageorgiou, K. (2019). Future time perspective, positive emotions and student engagement: A longitudinal study. Studies in Higher Education, 1–14. https://doi.org/10.1080/03075079.2019.1616168
Dharmayana, I. W., Masrun, M., Kumara, A., & Wirawan, Y. G. (2012). Keterlibatan siswa (student engagement) sebagai mediator kompetensi emosi dan prestasi akademik. Jurnal Psikologi, 39(1), 76–94.
Ernawati, L., Kurniasari, N. I., & Ningrum, D. S. A. (2022). Pengaruh school wellbeing terhadap student engagement. Quanta, 6(1), 8–16. https://doi.org/10.22460/q.v1i1p1-10.497
Fletcher, A. (2015). Meaningful student involvement guide to students as partners in school change. 1–28.
Fredricks, J., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Education Research, 74(1), 59–109.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56(3), 218–226. https://doi.org/10.1037//0003-066X.56.3.218
Fried, L., & Chapman, E. (2012). An investigation into the capacity of student motivation and emotion regulation strategies to predict engagement and resilience in the middle school classroom. Aust. Educ. Res, 39, 295–311. https://doi.org/10.1007/s13384-011-0049-1
Galugu, N. S., & Baharuddin, B. (2017). Hubungan antara dukungan sosial, motivasi berprestasi dan keterlibatan siswa di sekolah. Journal of Islamic Education Management, 2(2), 53–64.
Garn, A. C., Simonton, K., Dasingert, T., & Simonton, A. (2017). Predicting changes in student engagement in University Physical education: Application of control-value theory of achievement emotions. Psychology of Sport & Exercise. https://doi.org/10.1016/j.psychsport.2016.12.005
Glaser-Zikuda, M., Stuchlikova, I., & Janik, T. (2015). Emotional aspects of learning and teaching: Reviewing the field− discussing the issues. Theoretical and Research Papers, 7(2), 7–22. https://doi.org/10.14712/23363177.2015.18
Gloria, C. T., & Steinhardt, M. A. (2016). The direct and mediating roles of positive emotions on work engagement among postdoctoral fellows. Studies in Higher Education, 1–13. https://doi.org/10.1080/03075079.2016.1138938
Grocia, J. E. (2018). What is Student Engagement? In New Directions for Teaching and Learning (Issue 154, pp. 11–20). Wiley Online Library. https://doi.org/10.1002/tl
Gunawan, F. A., Dewi, F. I. R., & Tiatri, S. (2017). Hubungan peer support dengan school engagement pada siswa SD. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni, 1(2), 55–59.
Gunuc, S. (2019). The relationship between student engagement and their academic achievements. International Journal on New Trends in Education and Their Implications, 5(4), 216–229. https://doi.org/10.5539/ass.v15n11p1
Hart, S. R., Stewart, K., & Jimerson, S. R. (2011). The student engagement in schools questionnaire (SESQ) and the teacher engagement report form-new (TERF-N): Examining the preliminary evidence. Contemporary School Psychology, 15, 67–79. http://www.casponline.org/pdfs/pdfs/2011_journal_all_001-144-b.pdf#page=69
Hughes, K. (2015). Impact of student engagement on achievement and well-being. 1–37. https://doi.org/10.13140/RG.2.1.2536.3684
Insani, D. R., & Savitri, J. (2020). Pengaruh penghayatan peers support terhadap school engagement siswa kelas X SMA “ X ” Bandung. Psyche: Jurnal Psikologi Universitas Muhammadiyah Lampung, 2(2), 15–27. https://doi.org/10.36269/psyche.v2i2.237
Jannah, M. R., & Jainudin, J. (2019). Peer attachment dan student engagement pada siswa pondok pesantren. Jurnal Penelitian Psikologi, 10(2), 45–50. https://doi.org/10.29080/jpp.v%vi%i.239
Kahu, E., Stephens, C., Leach, L., & Zepke, N. (2014). Linking academic emotions and student engagement: Mature-aged distance students ’ transition to university. Journal of Further and Higher Education, 1–16. https://doi.org/10.1080/0309877X.2014.895305
Kemendikbud. (2020). Statistik SMP-SMA 2019-2020. Retrieved from: http://publikasi.data.kemdikbud.go.id/uploadDir/isi_AF06EEA9-768D-4A19-B2C9-0C69E973DFBF_.pdf tanggal 14 Desember 2019.
King, R. B., & Gaerlan, M. J. M. (2014). High self-control predicts more positive emotions, better engagement, and higher achievement in school. 29, 81–100. https://doi.org/10.1007/s10212-013-0188-z
Kitchenham, B. (2004). Procedures for performing systematic literature reviews. In Joint Technical Report.
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. Wiley InterScience, 141, 5–20. https://doi.org//10.1002/ir.283
Kwon, K., Kupzyk, K., & Benton, A. (2018). Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement. Learning and Individual Differences, 67, 33–40. https://doi.org/10.1016/j.lindif.2018.07.004
Leach, L. (2016). Enhancing student engagement in one institution. Journal of Further and Higher Education, 40(1), 23–47. https://doi.org/10.1080/0309877X.2013.869565
Liu, R., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2017). Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Journal of Experimental Educational Psychology, 1–14. https://doi.org/10.1080/01443410.2017.1359238
Løvoll, H. S., Røysamb, E., & Vittersø, J. (2017). Experiences matter: positive emotions facilitate intrinsic motivation. Cogent Psychology, 4(1), 1–15. https://doi.org/10.1080/23311908.2017.1340083
Maguire, R., Egan, A., Hyland, P., Maguire, P., Maguire, R., Egan, A., Hyland, P., & Maguire, P. (2016). Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education. Higher Education Research & Development, 1–15. https://doi.org/10.1080/07294360.2016.1185396
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184. https://doi.org/10.3102/00028312037001153
Mazer, J. P. (2016). Associations among classroom emotional processes, student interest, and engagement: a convergent validity test. Communication Education, 1–11. https://doi.org/10.1080/03634523.2016.1265134
Oriol, X., Amutio, A., Mendoza, M., Costa, S. Da, & Miranda, R. (2016). Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions. Frontiers in Psychology, 7, 1–9. https://doi.org/10.3389/fpsyg.2016.01243
Ouweneel, E, Le Blanc, P. M., & Schaufeli, W. B. (2014). On being grateful and kind: Results of two randomized controlled trials on study-related emotions and academic engagement. J. Psychol.
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Buletin Psikologi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
* Corresponding Author
