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"This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes."

"Mahasiswa di perguruan tinggi menemui tantangan maupun kemunduran akademik sehari-hari yang harus mereka hadapi. Tantangan dan kesulitan akademik di perguruan tinggi berbeda dari jenjang pendidikan sebelumnya. Penelitian ini menggunakan perspektif Self-Determination Theory dan bertujuan untuk mengetahui apakah terdapat kontribusi dari motivasi external regulation, introjected regulation, identified regulation, dan motivasi intrinsik dalam memprediksi academic buoyancy. Sampel penelitian adalah 463 mahasiswa S1 Universitas Indonesia perempuan = 75. Metode penelitian ini adalah metode kuantitatif dengan analisis statistik Regresi Berganda. Alat ukur yang digunakan untuk mengukur motivasi yakni menggunakan The Academic Self-Regulation Scale Vansteenkiste, Sierens, Soenens, Luyckx, Lens, 2009, sedangkan untuk mengukur academic buoyancy digunakan alat ukur Academic Buoyancy Scale Martin Marsh, 2008. Hasil dari penelitian ini menunjukkan bahwa semakin tinggi motivasi introjected regulation, maka semakin rendah academic buoyancy. Selain itu, semakin tinggi motivasi identified regulation dan motivasi intrinsik, maka semakin tinggi pula academic buoyancy. Implikasi dari penelitian ini adalah bahwa motivasi yang berasal dari dalam diri individu dapat memprediksi perilaku yang adaptif dalam menghadapi tantangan dan kemunduran akademik sehari-hari.

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College students meet academic challenges and setbacks on a daily basis that they have to face. Those academic challenges and difficulties are different than the previous education levels. This research is using Self Determination Theory perspective and aimed to examine the contibution of motivation external regulation, introjected regulation, identified regulation, and intrinsic motivation to predict academic buoyancy. The sample of this study is 463 undergraduate college students in University of Indonesia female 75 The research method of this study is quantitative method, with statistical analyses of Multiple Regression.

The measurement of motivation was using The Academic Self Regulation Scale Vansteenkiste, Sierens, Soenens, Luyckx, Lens 2009, and the measurement of academic buoyancy was using Academic Buoyancy Scale Martin Marsh, 2008. The results indicate that the higher introjected regulation, the lower academic buoyancy. Furthermore, the higher identified regualtion and intrinsic motvation, the higher academic buoyancy. The implication of this study is that intrinsic motivation which derived from within oneself can predict adaptive behavior in the face of everyday academic challenges and setbacks. "

"Mahasiswa keperawatan menggunakan beragam metode pembelajaran, salah satunya yaitu pembelajaran refleksi diri. Pembelajaran refleksi diri dapat memungkinkan mahasiswa keperawatan untuk memahami dirinya sendiri yang memungkinkan terjadinya peningkatan motivasi. Motivasi akademik berperan penting dalam kehidupan akademik. Penelitian ini bertujuan untuk menilai hubungan antara pembelajaran refleksi diri dengan motivasi akademik mahasiswa keperawatan. Penelitian ini merupakan penelitian kuantitatif dengan metode cross sectional dengan total sampel 142 yang diambil menggunakan teknik snowball sampling. Kuesioner yang digunakan merupakan kuesioner Self Reflection and Insight Scale–Short Version dan AMS-College Version. Hasil pembelajaran refleksi diri kebanyakan di tingkat sedang dengan persentase 63.4% dan motivasi akademik berada di tingkat tinggi dengan persentase 88%. Analisis uji statistik bivariat yang digunakan yaitu uji chi square. Setelah dilakukan analisis menggunakan aplikasi SPSS, tabulasi yang didapatkan hanya berbentuk 2x2. Hasil penelitian menunjukkan adanya hubungan dengan tingkat kecil-sedang antara pembelajaran refleksi diri dengan motivasi akademik (X2 (1) = 5.140 (X2tabel (1) = 3.84), p-value = 0.023 (α = 0,05), V = 0.19). Hasil penelitian ini dapat menambah literasi terkait topik refleksi diri dan motivasi akademik di Indonesia sehingga diharapkan dengan adanya penelitian ini juga institusi pendidikan keperawatan dapat menerapkan pembelajaran refleksi diri di dalam kegiatan belajarnya sehingga dapat menumbuhkan motivasi akademik mahasiswa keperawatan.

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Nursing students use various learning methods, including self-reflective learning. Self-reflective learning can enable nursing students to understand themselves which allows for increased motivation. Academic motivation plays a crucial role in academic life. This study aims to assess the relationship between self-reflective learning and nursing students' academic motivation. This research is a quantitative-research with a cross sectional method with a total sample of 142 taken using the snowball sampling technique. The questionnaires used were the Self Reflection and Insight Scale–Short Version and AMS-College Version questionnaires. Self-reflection learning outcomes are mostly at a medium level (63.4%) and academic motivation is at a high level (88%). The bivariate statistical test analysis used is the chi square test. After analyzing using the SPSS application, the tabulation obtained was only in the form of 2x2. The research results show that there is a small-medium relationship between self-reflective learning and academic motivation (X2 (1) = 5.140 (X2 table (1) = 3.84), p-value = 0.023 (α = 0.05), V = 0.19). The results of this research can increase literacy related to the topic of self-reflection and academic motivation in Indonesia, so it is hoped that with this research, nursing education institutions can implement self-reflection learning in their curricula so that they can grow the academic motivation of nursing students."

"Nilai rata-rata siswa Indonesia dalam pelajaran Matematika cenderung rendah. Mereka pun kerap mengalami kesulitan dan mudah bosan saat proses pembelajaran Matematika berlangsung, terutama para siswa SMA. Hal ini mencirikan bahwa mereka kurang terlibat dalam pelajaran Matematika. Adapun salah satu faktor yang berperan terhadap keterlibatan siswa adalah motivasi akademik, karena merupakan prasyarat dan elemen yang dibutuhkan dari keterlibatan itu sendiri. Karenanya, penelitian ini bertujuan untuk melihat peran motivasi akademik terhadap keterlibatan siswa SMA dalam pelajaran Matematika. Variabel motivasi akademik dalam penelitian ini akan diukur menggunakan Academic Motivation Scale (AMS)-Short Indonesian Language Version (Natalya, 2018), dan keterlibatan siswa dalam Matematika akan menggunakan University Student Engagement Inventory (USEI) (Maroco et al., 2016). Pengambilan data penelitian dilakukan secara daring dengan menyebarkan kuesioner kepada partisipan penelitian, yakni siswa SMA di Jabodetabek yang menjalani sistem PTM. Data penelitian kemudian diolah menggunakan teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan bahwa motivasi akademik mampu memprediksikan dan dapat menjelaskan 18.9% varians pada keterlibatan siswa dalam Matematika. Oleh karena itu, para guru dan sekolah di Indonesia dapat merancang metode pembelajaran yang mempertimbangkan motivasi akademik terhadap proses pembelajaran agar keterlibatan siswa mengalami peningkatan, terutama dalam pelajaran Matematika.

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The average score of Indonesian students in Mathematics tends to be low. They also often experience difficulties and get bored easily during the Mathematics learning process, especially high school students. This characterizes that they are less engaged in Mathematics. One of the factors that contribute to student engagement is academic motivation, because it is a precursor and an element needed from the engagement. Therefore, this study aims to see the role of academic motivation on high school students’ engagement in Mathematics. The academic motivation variable in this study will be measured using the Academic Motivation Scale (AMS) - Short Indonesian Language Version (Natalya, 2018), and student engagement in Mathematics will using the University Student Engagement Inventory (USEI) (Maroco et al., 2016). Research data collection was carried out online by distributing questionnaires to research participants, which are high school students in Jabodetabek that use the PTM system. Then the research data was processed using a simple linear regression analysis technique. The result showed that academic motivation could predict and explain 18.9% of the variance in student engagement in Mathematics. Therefore, teachers and schools in Indonesia could design learning methods that consider academic motivation in the learning process to increase student engagement, especially in Mathematics"

"The objectives of this research are to 1) find out the profile of student’s learningmotivation in Physics class measured by aspects such as Attention, Relevation, Confidence,and Satisfaction; and 2) measure the percentage of each learning motivation aspect suchas Attention, Relevation, Confidence, and Satisfaction contributed to students’ learningmotivation in Physics class. The sample of this research is 90 students from XI class ofScience Program. The data was collected through questionnaire and observation. Thequestionnaire was analyzed using descriptive quantitatively while the observation sheetwas analyzed qualitatively. The results show that: 1) the student’s learning motivationcan be categorized into high, average, and low; and 2) the percentage of each learningmotivation aspects are Attention (59,86%), Relevance (57,08%), Confidence (55,28%),and Satisfaction (60,14%). To conclude, the average level of students’ learning motivationfor Physics is in the medium and low category caused by the lack of students’ interest inlearning Physics."

"Penelitian ini dilaksanakan untuk menguji pengaruh Pelatihan, Motivasi dan Kompetensi terhadap Kinerja Penyidik dan Penyidik Pembantu Polda Metro Jaya. Kinerja penyidik dan penyidik pembantu sangat penting karena berkontribusi kepada kinerja Polda Metro Jaya dalam melaksanakan salah satu  tugas dan fungsinya yaitu penegakan hukum. Penelitian ini menggunakan metode survey sampel. Data yang digunakan adalah data primer dengan bantuan kuesioner yang diadaptasi dari teori pelatihan, motivasi, kompetensi dan kinerja. populasi penelitian ini bejumlah 1179 (anggota penyidik dan penyidik pembantu pada Ditreskrimum, Ditreskrimsus dan Ditresnarkoba Polda Metro Jaya). Sampel penelitian yang diambil adalah 100 orang penyidik dan penyidik pembantu. Teknik analisis yang digunakan dalam penelitian ini adalah analisis deskriptif dan analisis SEM (Stuctural equation modeling) dengan bantuan software SPSS dan SmartPLS. Penelitian ini menemukan bahwa pelatihan mempunyai pengaruh signifikan dengan kinerja. Selanjutnya motivasi berpengaruh signifikan terhadap kinerja dan kompetensi berpengaruh signifikan terhadap kinerja Pelatihan juag mempunyai pengaruh signifikan terhadap kompetensi dan motivasi juga memiliki pengaruh terhadap komptensi Temuan dalam penelitian ini adalah kompetensi dapat memdiasi pengaruh pelatihan kepada kinerja dan sebaliknya kompetensi tidak dapat memediasi pengaruh motivasi terhadap kinerja. Penelitian ini menyimpulkan bahwa pelatihan sangat dibutuhkan oleh penyidik dan penyidik pembantu karena memiliki pengaruh paling besar diantara variabel lainnya terhadap kinerja. Pelatihan juga dibutuhkan untuk meningkatkan kompetensi yang kemudian dapat meningkatkan kinerja.

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This study was conducted to examine the effect of Training, Motivation and Competence on the Performance of Polda Metro Jaya Assistant Investigators and Investigators. The performance of investigators and assistant investigators is very important because it contributes to the performance of the Metro Jaya Regional Police in carrying out one of its tasks and functions, namely law enforcement. This study uses a sample survey method. The data used are primary data with the help of a questionnaire adapted from the theory of training, motivation, competence and performance. the study population was 1179 (members of investigators and assistant investigators at Ditreskrimum, Ditreskrimsus and Ditresnarkoba Polda Metro Jaya). The research sample taken was 100 investigators and assistant investigators using the Slovin formula. The analysis technique used in this study is descriptive analysis and SEM analysis (structural equation modeling) with the help of SPSS and SmartPLS software.

This study found that training has a significant effect on performance then motivation has a significant effect on performance and competence has a significant effect on performance.Training also has a significant effect on competence and motivation also has an influence on competence The findings in this study are that competencies can influence the effect of training on performance and conversely competencies cannot mediate the effect of motivation on performance. This research concludes that training is needed because it has the most influence among other variables on the performance. Training is also needed to improve competencies which can then improve the performance."

"Nilai rata-rata siswa Indonesia dalam pelajaran Matematika cenderung rendah. Mereka pun kerap mengalami kesulitan dan mudah bosan saat proses pembelajaran Matematika berlangsung, terutama para siswa SMA. Hal ini mencirikan bahwa mereka kurang terlibat dalam pelajaran Matematika. Adapun salah satu faktor yang berperan terhadap keterlibatan siswa adalah motivasi akademik, karena merupakan prasyarat dan elemen yang dibutuhkan dari keterlibatan itu sendiri. Karenanya, penelitian ini bertujuan untuk melihat peran motivasi akademik terhadap keterlibatan siswa SMA dalam pelajaran Matematika. Variabel motivasi akademik dalam penelitian ini akan diukur menggunakan Academic Motivation Scale (AMS) - Short Indonesian Language Version (Natalya, 2018), dan keterlibatan siswa dalam Matematika akan menggunakan University Student Engagement Inventory (USEI) (Maroco et al., 2016). Pengambilan data penelitian dilakukan secara daring dengan menyebarkan kuesioner kepada partisipan penelitian, yakni siswa SMA di Jabodetabek yang menjalani sistem PTM. Data penelitian kemudian diolah menggunakan teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan bahwa motivasi akademik mampu memprediksikan dan dapat menjelaskan 18.9% varians pada keterlibatan siswa dalam Matematika. Oleh karena itu, para guru dan sekolah di Indonesia dapat merancang metode pembelajaran yang mempertimbangkan motivasi akademik terhadap proses pembelajaran agar keterlibatan siswa mengalami peningkatan, terutama dalam pelajaran Matematika.

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The average score of Indonesian students in Mathematics tends to be low. They also often experience difficulties and get bored easily during the Mathematics learning process, especially high school students. This characterizes that they are less engaged in Mathematics. One of the factors that contribute to student engagement is academic motivation, because it is a precursor and an element needed from the engagement. Therefore, this study aims to see the role of academic motivation on high school students’ engagement in Mathematics. The academic motivation variable in this study will be measured using the Academic Motivation Scale (AMS) - Short Indonesian Language Version (Natalya, 2018), and student engagement in Mathematics will using the University Student Engagement Inventory (USEI) (Maroco et al., 2016). Research data collection was carried out online by distributing questionnaires to research participants, which are high school students in Jabodetabek that use the PTM system. Then the research data was processed using a simple linear regression analysis technique. The result showed that academic motivation could predict and explain 18.9% of the variance in student engagement in Mathematics. Therefore, teachers and schools in Indonesia could design learning methods that consider academic motivation in the learning process to increase student engagement, especially in Mathematics."