Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students
Academic motivation plays a very important role in the student's learning process, influencing various aspects of development. This study aims to see academic motivation in students in terms of mindfulness, emotional intelligence, and gender. This study is a quantitative study with an ex-post f...
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| Format: | Article |
| Language: | English |
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Universitas Muhammadiyah Yogyakarta
2024-12-01
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| Series: | International Journal of Islamic Educational Psychology |
| Subjects: | |
| Online Access: | https://journal.umy.ac.id/index.php/ijiep/article/view/24634 |
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| author | Ghanisa Anggit Askara Rahman Pranovri Putra Herwin Herwin Deo Alfa Rizky |
| author_facet | Ghanisa Anggit Askara Rahman Pranovri Putra Herwin Herwin Deo Alfa Rizky |
| author_sort | Ghanisa Anggit Askara |
| collection | DOAJ |
| description | Academic motivation plays a very important role in the student's learning process, influencing various aspects of development. This study aims to see academic motivation in students in terms of mindfulness, emotional intelligence, and gender. This study is a quantitative study with an ex-post facto approach using multiple linear regression tests and using independent sample T tests to compare academic motivation based on gender. The number of samples in the study was 375 high school students using simple random sampling techniques. The results of this study indicate that there is a significant positive influence between mindfulness and emotional intelligence on academic motivation with a significance value of .000 (<.05) and affects academic motivation by 69.0%. Comparison of academic motivation based on gender found that men are higher than women with a mean difference of 1.78 with a significance of .004 which shows a significant difference. This study shows that mindfulness and emotional intelligence are significant predictors of academic motivation in high school students. Mindfulness allows students to be more focused and aware of the learning process, thus reducing distractions and increasing academic engagement. Meanwhile, emotional intelligence helps students manage emotions, deal with academic stress, and build positive relationships, which in turn support motivation to learn. |
| format | Article |
| id | doaj-art-d054acad9cb64a2fa9dd8dbf415afe6e |
| institution | Kabale University |
| issn | 2745-5289 2723-1402 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Universitas Muhammadiyah Yogyakarta |
| record_format | Article |
| series | International Journal of Islamic Educational Psychology |
| spelling | doaj-art-d054acad9cb64a2fa9dd8dbf415afe6e2025-02-03T06:45:17ZengUniversitas Muhammadiyah YogyakartaInternational Journal of Islamic Educational Psychology2745-52892723-14022024-12-015229130810.18196/ijiep.v5i2.2463420367Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School StudentsGhanisa Anggit Askara0Rahman Pranovri Putra1https://orcid.org/0009-0005-3742-9796Herwin Herwin2https://orcid.org/0000-0002-8882-5087Deo Alfa Rizky3Universitas Negeri YogyakartaUniversitas Negeri YogyakartaUniversitas Negeri YogyakartaSyekh Ahmed Kaftaru UniversityAcademic motivation plays a very important role in the student's learning process, influencing various aspects of development. This study aims to see academic motivation in students in terms of mindfulness, emotional intelligence, and gender. This study is a quantitative study with an ex-post facto approach using multiple linear regression tests and using independent sample T tests to compare academic motivation based on gender. The number of samples in the study was 375 high school students using simple random sampling techniques. The results of this study indicate that there is a significant positive influence between mindfulness and emotional intelligence on academic motivation with a significance value of .000 (<.05) and affects academic motivation by 69.0%. Comparison of academic motivation based on gender found that men are higher than women with a mean difference of 1.78 with a significance of .004 which shows a significant difference. This study shows that mindfulness and emotional intelligence are significant predictors of academic motivation in high school students. Mindfulness allows students to be more focused and aware of the learning process, thus reducing distractions and increasing academic engagement. Meanwhile, emotional intelligence helps students manage emotions, deal with academic stress, and build positive relationships, which in turn support motivation to learn.https://journal.umy.ac.id/index.php/ijiep/article/view/24634mindfulnessemotional intelligenceacademic motivationgenderhigh school students |
| spellingShingle | Ghanisa Anggit Askara Rahman Pranovri Putra Herwin Herwin Deo Alfa Rizky Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students International Journal of Islamic Educational Psychology mindfulness emotional intelligence academic motivation gender high school students |
| title | Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students |
| title_full | Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students |
| title_fullStr | Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students |
| title_full_unstemmed | Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students |
| title_short | Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students |
| title_sort | mindfulness emotional intelligence and gender as predictors of academic motivation in high school students |
| topic | mindfulness emotional intelligence academic motivation gender high school students |
| url | https://journal.umy.ac.id/index.php/ijiep/article/view/24634 |
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