The relationship between academic self-concept, academic self-efficacy and flow among students in the "X" University
Authors
-
Teguh Lesmana
Faculty of Psychology, Universitas Bunda Mulia, Indonesia
https://doi.org/10.24854/jpu90
Keywords:
academic self-concept, academic self-efficacy, flowAbstract
Depression and loss of focus are symptoms experienced by some students, which could indicate the lack of flow. Academic self-concepts and academic self-efficacy are hypotesized to be related to students’ capacity to flow. The purpose of this study was to determine the relationship between academic self-concept and academic self-efficacy towards student’ capacity to flow. This quantitative study employed questionnaire for data collection, participated by 108 students at university X. The results showed a significant relationship between academic self-concept and academic self-efficacy towards students’ capacity to flow. Additional analysis demonstrated a significant relationship between academic self-concept and academic self-efficacy with student’s GPA, while flow was not related to student’s GPA.
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References
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Bong, M., & Skaalvik. E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. doi: 10.1023/A:1021302408382
Chapman, J. W., Lambourne, R., & Silva, P. A. (1990). Some antecedents of academic self-concept: A longitudinal study. British Journal of Educational Psychology, 60(2), 142–152. doi: 10.1111/j.2044-8279.1990.tb00931.x
Cohen, R. J., & Swerdik, M. E. (2009). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York, NY: McGraw-Hill.
Compton, W. C. (2005). An introduction to positive psychology. Belmont, CA: Wadsworth.
Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology: The collected works of mihaly csikszentmihaly. New York, NY: Springer Science.
Faria, N. (2016). Positive psychology and student success: How flow, mindfulness, and hope are related to happiness, relationships, and GPA (Artikel penelitian tidak dipublikasikan). California State University, Stanislaus.
Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-505. doi: 10.1016/j.lindif.2009.05.004
Fin, L. S., & Ishak, Z. (2014). Non-academic self concept and academic achievement: The indirect effect mediated by academic self concept. Research Journal in Organizational Psychology & Educational Studies, 3(3), 184–188.
Hasan, M. Z. B., Hossain, Md. Tareq Bin, & Islam, M. A. (2014). Factors affecting self-efficacy towards academic performance: A study on polytechnic students in Malaysia. Advances in Environmental Biology, 8(9), 695-705.
Jackson, S. A., & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport & Exercise Psychology, 18(1), 17–35. doi: 10.1123/jsep.18.1.17
Jackson, S. A., Thomas, P. R., Marsh, H. W., & Smethurst, C. J. (2001). Relationships between flow, self-concept, psychological skills, and performance. Journal of Applied Sport Psychology, 13(2), 129–153. doi: 10.1080/104132001753149865
Kunnathodi, A. G., & Ashraf, P. M. (2006). Academic self-efficacy scale (Disertasi tidak dipublikasikan). Departemen Pendidikan Universitas Calicut, India. doi: 10.13140/RG.2.1.3930.2640
Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20–27. doi: 10.1007/BF03024964
Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. Dalam G. D. Phye (Eds.), Handbook of classroom assessment: Learning, achievement, and adjustment (hlm. 131-193). San Diego, US: Academic Press.
Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. doi: 10.1348/000709910X503501
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Payne, B. R., Jackson, J. J., Noh, S. R., & Stine-Morrow, E. A. L. (2011). In the zone: Flow state and cognition in older adults. Psychology and Aging, 26(3), 738-743. doi: 10.1037/a0022359
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Rijavec, M., Golub, T. L., & Olcar, D. (2016). Can learning for exams make students happy? Faculty-related and faculty un-related flow experiences and well-being. Croatian Journal of Education, 18(1), 153-164. doi: 10.15516/cje.v18i0.2223
Tandon, T. (2017). A study on relationship between self-efficacy and flow at work among young adults. The International Journal of Indian Psychology, 4(4), 87–100.
Seo, E. H. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality, 39(2), 209–218. doi: 10.2224/sbp.2011.39.2.209
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207–231. doi: 10.1207/s15326985ep2603&4_2
Shernoff, D. J., Abdi, B., Anderson, B., & Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. Dalam M. Furlong, R. Gilman, & S. Heubner (Eds.), Handbook of Positive Psychology In The Schools (hlm. 211-226). United States, US: Routledge, Taylor & Francis.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176. doi: 10.1521/scpq.18.2.158.21860
Sumaya, I. C., & Darling, E. (2018). Procrastination, flow, and academic performance in real time using the experience sampling method. The Journal of Genetic Psychology, 179(3), 1-9. doi: 10.1080/00221325.2018.1449097
Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. doi: 10.1016/j.edurev.2010.10.003
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677–706.
Zimmerman, B. J. (1995). Self-efficacy and educational development. Dalam A. Bandura (Eds.), Self-efficacy in changing societies (hlm. 202-231). New York, NY: Cambridge University Press.
Arif, I. S. (2016). Psikologi positif: Pendekatan saintifik menuju kebahagiaan. Jakarta: Gramedia Pustaka Utama.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
Bong, M., & Skaalvik. E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. doi: 10.1023/A:1021302408382
Chapman, J. W., Lambourne, R., & Silva, P. A. (1990). Some antecedents of academic self-concept: A longitudinal study. British Journal of Educational Psychology, 60(2), 142–152. doi: 10.1111/j.2044-8279.1990.tb00931.x
Cohen, R. J., & Swerdik, M. E. (2009). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York, NY: McGraw-Hill.
Compton, W. C. (2005). An introduction to positive psychology. Belmont, CA: Wadsworth.
Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology: The collected works of mihaly csikszentmihaly. New York, NY: Springer Science.
Faria, N. (2016). Positive psychology and student success: How flow, mindfulness, and hope are related to happiness, relationships, and GPA (Artikel penelitian tidak dipublikasikan). California State University, Stanislaus.
Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-505. doi: 10.1016/j.lindif.2009.05.004
Fin, L. S., & Ishak, Z. (2014). Non-academic self concept and academic achievement: The indirect effect mediated by academic self concept. Research Journal in Organizational Psychology & Educational Studies, 3(3), 184–188.
Hasan, M. Z. B., Hossain, Md. Tareq Bin, & Islam, M. A. (2014). Factors affecting self-efficacy towards academic performance: A study on polytechnic students in Malaysia. Advances in Environmental Biology, 8(9), 695-705.
Jackson, S. A., & Marsh, H. W. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport & Exercise Psychology, 18(1), 17–35. doi: 10.1123/jsep.18.1.17
Jackson, S. A., Thomas, P. R., Marsh, H. W., & Smethurst, C. J. (2001). Relationships between flow, self-concept, psychological skills, and performance. Journal of Applied Sport Psychology, 13(2), 129–153. doi: 10.1080/104132001753149865
Kunnathodi, A. G., & Ashraf, P. M. (2006). Academic self-efficacy scale (Disertasi tidak dipublikasikan). Departemen Pendidikan Universitas Calicut, India. doi: 10.13140/RG.2.1.3930.2640
Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20–27. doi: 10.1007/BF03024964
Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. Dalam G. D. Phye (Eds.), Handbook of classroom assessment: Learning, achievement, and adjustment (hlm. 131-193). San Diego, US: Academic Press.
Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. doi: 10.1348/000709910X503501
Mesurado, B., Richaud, M. C., & Mateo, N. J. (2015). Engagement, flow, self-efficacy, and eustress of university students: A cross-national comparison between the Philippines and Argentina. The Journal of Psychology, 150(3), 281-299. doi: 10.1080/00223980.2015.1024595
Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational Psychology, 21(4), 455–472. doi:10.1080/01443410120090830
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. doi: 10.3102/00346543066004543
Payne, B. R., Jackson, J. J., Noh, S. R., & Stine-Morrow, E. A. L. (2011). In the zone: Flow state and cognition in older adults. Psychology and Aging, 26(3), 738-743. doi: 10.1037/a0022359
Purwati, E., & Akmaliyah, M. (2016). Hubungan antara self-efficacy dengan flow akademik pada siswa akselerasi SMPN 1 Sidoarjo. PSYMPATHIC: Jurnal Ilmiah Psikologi, 3(2), 249-260. doi: 10.15575/psy.v3i2.1113
Rijavec, M., Golub, T. L., & Olcar, D. (2016). Can learning for exams make students happy? Faculty-related and faculty un-related flow experiences and well-being. Croatian Journal of Education, 18(1), 153-164. doi: 10.15516/cje.v18i0.2223
Tandon, T. (2017). A study on relationship between self-efficacy and flow at work among young adults. The International Journal of Indian Psychology, 4(4), 87–100.
Seo, E. H. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality, 39(2), 209–218. doi: 10.2224/sbp.2011.39.2.209
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207–231. doi: 10.1207/s15326985ep2603&4_2
Shernoff, D. J., Abdi, B., Anderson, B., & Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. Dalam M. Furlong, R. Gilman, & S. Heubner (Eds.), Handbook of Positive Psychology In The Schools (hlm. 211-226). United States, US: Routledge, Taylor & Francis.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176. doi: 10.1521/scpq.18.2.158.21860
Sumaya, I. C., & Darling, E. (2018). Procrastination, flow, and academic performance in real time using the experience sampling method. The Journal of Genetic Psychology, 179(3), 1-9. doi: 10.1080/00221325.2018.1449097
Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. doi: 10.1016/j.edurev.2010.10.003
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677–706.
Zimmerman, B. J. (1995). Self-efficacy and educational development. Dalam A. Bandura (Eds.), Self-efficacy in changing societies (hlm. 202-231). New York, NY: Cambridge University Press.
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Published
2019-12-01
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Lesmana, T. (2019). The relationship between academic self-concept, academic self-efficacy and flow among students in the "X" University. Jurnal Psikologi Ulayat, 6(2), 117–134. https://doi.org/10.24854/jpu90
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