Main Article Content
Triggered by the importance of self-regulation, then this research was conducted in order to test the effectiveness of group guidance with self-instruction technique in order to enhance self-regulation of the students. Self-regulation is considered as the As card of human personality as it is assumed to be able to strenghten and increase the ability of a person to face the demand of live as well as act as a guide of behaviours of the person himself. In addition, lack of self-regulation will also cause wide range of problems specifically for the students as it may affect the academic achivement of the students themselves. Quantitative approach with quasy-experimental design was used in this research. Meanwhile, the research method used was Nonequivalent Pretest-Posttest Control Group Design. The selection of the sample of the study was by using the purposive sampling technique, the total samples taken were 69 students, 39 students were placed in experimental group and other 30 students were in control group. The study found that in general the profile of the students’ self-regulation was on the moderate category, and empirically the group guidance with self-instruction technique was proven to be able to enhance students’ self-regulation.
Bandura, A. (1991). Social Cognitive Theory of Self-Regulation. Organizational Behavior and Human Decision Processes, 50 (1), hlm. 248-287. DOI: 10.1016/0749-5978(91)90022-L
Baumeister, R. F., Heatherton, T. F. & Tice, D. M. (1994). Losing Control: How and Why People Fail at Self-Regulation. San Diego, CA: Academic Press.
Baumeister, R. F. et al. (2006). Self-Regulation and Personality: How Interventions Increase Regulatory Success, and How Depletion Moderates the Effect of Traits on Behavior. Journal of Personality, 74 (6), hlm. 1773-1802. DOI: 10.1111/j.1467-6494.2006.00428.x
Blair, C. et al. (2010). Self-regulation as the Interface of Emotional and Cognitive Development: Implications for Educational and Academic Achievement. Dalam Hoyle, Rick H. Handbook of Personality and Self-regulation. United Kingdom: Wiley-Blackwell Publishing Ltd.
Boekaerts. M. & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54 (2), hlm. 199-231. DOI: 10.1111/j.1464-0597.2005.00205.x
Bryant, L. E. & Budd, K. S. (1982). Self-Instructional Training to Increase Independent Work Performance in Prechoolers. Journal of Applied Behavior Analysis, 15 (2). hlm. 259-271. DOI: 10.1901/jaba.1982.15-259
Bughental, D. B. et al. (1978). Attributional and Behavioral Changes Following Two Behavior Management Intervention with Hyperactive Boys: A Follow-Up Study. Child Developmnet, 49, hlm. 247-250.
Bukhtawer, N. et al. (2014). Personality Traits and Self-Regulation: A Comparative Study among Current, Relapse and Remitted Drug Abuse Patients. Health Journal, 6, (1), hlm. 1368-1375. DOI: 10.4236/health.2014.612168
Burgio, L. D. et al. (1980). A Self-Instructional Package for Increasing Attending Behavior in Educable Mentally Retarded Children. Journal of Applied Behavior Analysis, 13 (3), hlm. 443-459. DOI: 10.1901/jaba.1980.13-443
Campbell, D. T. & Stanley, J. C. (1963). Experimental and Quasi-Experimental Designs for Research. Boston: Houghton Mifflin Company.
Carver, C. S. & Scheier, M. F. (2000). On the Strcuture of Behavioral Self-Regulation. Dalam Boekaerts, Monique et al. Handbook of Self-Regulation. San Diego: Academic Press.
Chong, W. H. (2007). The Role of Personal Agency Beliefs in Academic Self-Regulation: An Asian Perspective. School Psychology International, 28 (1), hlm. 63-76. DOI: 10.1177/0143034307075681
de Bruin, A. B. et al. (2001). Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children. Journal of Experimental Child Psychology, 109 (3), hlm. 294-310. DOI: 10.1016/j.jecp.2011.02.005
Dobson, K. S. & Dozois, D. J. A. (2001). Historical and Philosophical Bases of the Cognitive-Behavioral Therapies. Dalam Dobson, Keith S. Handbook of Cognitive-Behavioral Therapies. New York: The Guildford Press.
Eisenberg, N. et al. (2005). Associations of Emotion-related regulation with Language Skills, Emotion Knowledge, and Academic Outcomes. New Direction in Child and Adolescent Development, 109 (1), hlm. 109-118. DOI: 10.1002/cd.143
Ellington, J. K. & Dierdorff, E. C. (2014). Individual Learning in Team Training: Self-Regulaion and Team Context Effects. Small Group Research, 45 (1), hlm. 37-67. DOI: 10.1177/1046496413511670
Feist, J. & Feist, G. J. (2006). Theories of Personality. New York: McGraw Hill.
Furqon dan Emilia. (2010). Penelitian Kualitatif dan Kuantitatif (Beberapa Isu Kritis). Bandung: SPs UPI.
Gailliot, M. et al. (2004). Increasing Self-Regulatory Strength Can Reduce the Depleting Effect of Suppressing Stereotypes. Manuscript Submitted for Publication.
Hall, C. S. & Lindzey, G. (1985). Introduction to Theories of Personality. Singapore: John Wiley & Sons.
Harris, K. R. et al. (2005). Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance: Effects among Students with ADHD in the General Education Classroom. Journal of Special Education, 39 (3), hlm. 145-156. DOI: 10.1177/00224669050390030201
Higgins, E. T. (1996). The Self Digest: Self-Knowledge Serving Self-Regulatory Functions. Journal of Personality and Social Psychology, 71 (1), hlm. 1062-1083. DOI: 10.1037/0022-35126.96.36.1992
Hughes, C. (1985). The Effect of Self-Instruction on On-Task Behavior and Work Performance in Vocational Training Setting. (Tesis). Faculty of the School of Education, Eastern Montana College, USA.
Husna, A. N. et al. (2014). Regulasi Diri Mahasiswa Berprestasi. Jurnal Psikologi Universitas Diponegoro, 13 (1), hlm. 50-63. DOI: 10.14710/jpu.13.1.50-63
Ilfiandra. (2008). Model Konseling Kelompok Berbasis Pendekatan Kognitif Perilaku Untuk Mengurangi Gejala Prokrastinasi Akademik (Disertasi). Bandung: Sekolah Pascasarjana, Universitas Pendidikan Indonesia, (Tidak Diterbitkan).
Jarvela, S. & Jarvenoja, H. (2011). Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups. Teachers College Record, 113 (2), hlm. 350-374. DOI: 10.4236/psych.2016.713153
Matuga, J. M. (2009). Self-Reglation, Goal Orientation, and Academic Achievement of Secondary Studies in Online University Courses. Journal Technology & Society, 12 (3), hlm. 4-11.
Meichenbaum, D. (1979). Cognitive-Behavior Modification: An Integrative Approach (second printing). New York: Plenum Press.
Mischel, W. (1996). From Good Intention to Willpower. Dalam Gollwitzer, P & Bargh, J. The Psychology of Action. New York: Guilford.
Muraven, M., Baumeister, R. F., & Tice, D. M. (1999). Longitudinal Improvement of Self-Regulation Through Practice: Building Self-Control Through Repeated Exercise. Journal of Social Psychology, 139, hlm. 446-457. DOI: 10.1080/00224549909598404
Oaten, M. & Cheng, K. (2005). Academic Examination Stress Impairs Self-Control. Journal of Social and Clinical Psychology, 24, hlm. 254-279. DOI: 10.1521/jscp.188.8.131.52276
Purnama, A. A. (2016). Efektivitas Self-Instruction Training untuk Meningkatkan Resiliensi Siswa. (Tesis). Bandung: Departemen Psikologi Pendidikan, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, (Tidak Diterbitkan).
Ross, T. & Fontao, M. I. (2007). The Relationship of Self-Regulation and Aggression: An Empirical Test of Personality Systems Interaction Theory. International Journal of Offender Therapy and Comparative Criminology, 52 (5), hlm. 554-570. DOI: 10.1177/0306624X07308667
Rusmana, N. (2009). Bimbingan dan Konseling Kelompok di Sekolah (Metode, Teknik dan Aplikasi. Bandung: Rizqi Press.
Salas, E. et al. (2008). Does Team Training Improve Team Performance? A Meta-Analysis. Human Factors, 50 (1), hlm. 903-933. DOI: 10.1518/001872008X375009
Trope, Y. & Liberman, N. (2000). Temporal Construal and Time-Dependent Changes in Preference. Journal of Personality and Social Psychology, 79 (1), hlm. 876-889. DOI: 10.1037/0022-35184.108.40.2066
Winsler, A., Fernyhough, C., & Montero, I. (2009). Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation. Cambridge, UK: Cambridge University Press.
Wolters, C. A. (2011). Regulation of Motivation: Contextual and Social Aspects. Teachers College Record, 113 (2), hlm. 265-283.
Zimmerman, B. J. (1989b). Models of Self-Regulated Learning and Academic Achievement. Dalam Zimmerman, B. J. & Schunk, D. H. Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. New York: Springer-Verlag.
Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. Dalam Boekaerts, M. et al. Handbook of Self-Regulation. San Diego: Academic Press.
Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45 (1), hlm. 166-183. DOI: 10.3102/0002831207312909
Zimmerman, B. J. & Schunk, D. H. (2008). Motivation: An Essential Dimension of Self-Regulated Learning. Dalam Schunk, D. H. & Zimmerman, B. J. Motivation and Self-Regulated Learning: Theory, Research, and Applications. New Jersey: Lawrence Erlbaum Associates.