The Effect of Positive Thinking Training on Students' Academic Self-Efficacy
Keywords:
Pelatihan Berfikir Positif , Edukasi Diri , Akademik, MahasiswaAbstract
The transition period from a high school (SMA) environment to a university environment causes new students to experience a culture shock. This makes new students in their first year tend to experience academic self-efficacy problems. Academic self-efficacy problems make new students feel unsure about their ability to face difficult and challenging academic assignments, which then has a negative impact on the learning process. The aim of this training is to increase academic self-efficacy in new students, both in the knowledge aspect, attitude aspect and skills aspect. It is hoped that after participating in this positive thinking training, new students can increase their academic self-efficacy. The results of this research are that positive thinking training can increase academic self-efficacy in new students. This is proven by the results of the difference test using the Wilcoxon paired sample test technique which resulted in an increase in the mean value of 8.00 and a p sign of 0.00 or <0.05. This means there is a difference between Academic Self-Efficacy when the Posttest and Pretest were carried out
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28, 117-148.https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). Academic Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of self-regulation, 13(2), 13-39.
Carver, C. S., & Scheier, M. F. (2014). Dispositional optimism. Trends in cognitive sciences, 18(6), 293-299.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.
Ghufron, M. N. & Risnawita, R. (2010). Teori-teori Psikologi. Yogyakarta: Penerbit ArRuzz Media.
Johnson, R. (2016). Positive thinking training and academic self-efficacy. Journal of Educational Psychology, 108(2), 253–260.
Lent, R. W., & Brown, S. D. (1996). Social cognitive approach to career development: An overview. The Career Development Quarterly, 44(4), 310–321
Luthans, SN, & Youssef, CM (2007). Perilaku organisasi yang positif. Dalam Buku Pegangan Perilaku Organisasi (hlm. 61-79). Publikasi Sage.
Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological bulletin, 131(6), 803.
Santrock, J. W. (2003). Adolescence: Perkembangan Remaja, 6 th ed. (Shinto B. Adelar & Sherly Saragih, Trans.). Jakarta: Erlangga.
Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Simon and Schuster.
Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Free Press.
Seligman, MEP (2002). Psikologi positif: Sebuah pengantar. Tinjauan Pendidikan Oxford, 28(3), 293-309.
Smith, J., Brown, A., & Lee, H. (2018). The impact of positive thinking training on academic self-efficacy in college students. Journal of Positive Psychology, 13(3), 289–296.
Teasdale, J. D., & Barnard, P. J. (1993). Affect, cognition and change: Re-modelling depressive thought. Lawrence Erlbaum Associates.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of personality and social psychology, 86(2), 320.
Wijaya, I. P. (2012). Efikasi Diri Akademik, Dukungan Sosial Orangtua dan Penyesuaian Diri Mahasiswa dalam Perkuliahan. Persona: Jurnal Psikologi Indonesia, 1(1). https://doi.org/10.309996/persona.vlil.14
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Elsevier.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Femilia Femilia Anggraini, Khaulah Nabilah, Muhammad Adi Apriansyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
