Regulasi Diri Sebagai Strategi Manajemen Waktu Mahasiswa Aktif Berorganisasi

  • Andy Lau Fakultas Psikologi, Universitas Tarumanagara
  • Fransisca Iriani Roesmala Dewi Fakultas Psikologi, Universitas Tarumanagara,Jln Letjen S. Parman No. 1, Jakarta

Abstract

Mahasiswa aktif berorganisasi harus menerapkan strategi manajemen waktu yang tepat agar dapat mengikuti kegiatan kuliah dan organisasi dengan lancar. Strategi manajemen waktu yang baik bisa didapatkan melalui regulasi diri yang baik. Dalam menggambarkan strategi manajemen waktu yang berbasis kemampuan regulasi diri dari mahasiswa aktif berorganisasi, hal tersebut dapat dikategorikan sebagai fenomena subjektif, maka perlu dilakukan penelitian menggunakan pendekatan interpretative phenomenological analysis (IPA). Partisipan yang terlibat dalam penelitian adalah mahasiswa yang menempuh kuliah dan aktif menjadi pengurus organisasi sosial. Peneliti melakukan wawancara  dengan panduan wawancara selama tiga bulan kepada enam partisipan. Hasil penelitian memberikan gambaran bahwa partisipan menerapkan aspek-aspek dalam regulasi diri dengan baik terhadap agenda yang dimiliki. Enam partisipan menjalani kegiatan kuliah dan organisasi dengan menyusun agenda dan memberikan skala prioritas terhadap masing-masing kegiatan, memprediksi, melibatkan teknologi, meminta bantuan orang lain, membagi tugas dalam kelompok dan menerapkan kedisiplinan dalam menyelesaikan tugasnya.

Keywords: Regulasi Diri, Manajemen Waktu, Mahasiswa

References

Astin, A. W., Astin, H. S., & Lindholm, J. A. (2011). Cultivating the Spirit: How College Can Enhance Students' Inner Lives. Jossey-Bass.

Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.). (2013). Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. IAP Information Age Publishing.

Caesari, Y. K., Listiara, A., & Ariati, J. (2013). “Kuliah versus organisasi studi kasus mengenai strategi belajar pada mahasiswa yang aktif dalam organisasi mahasiswa pecinta alam universitas diponegoro. Jurnal Psikologi Universitas Diponegoro, 12(2), 164-175.

Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62-83. DOI: 10.1177/109442810141004.

Chen, Y., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34-42. DOI: 10.1016/j.chb.2015.07.047

Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944. https://doi.org/10.1111/j.1467-9280.2005.01641.x

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087

Eyler, J., Giles, D. E., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000: Third Edition. American Association for Higher Education.

Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of educational research, 75(2), 159-210. https://doi.org/10.3102/00346543075002159

Galla, B. M., & Duckworth, A. L. (2015). More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109(3), 508-525. https://doi.org/10.1037/pspp0000026

Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. In M. P. Zanna (Ed.), Advances in experimental social psychology, 38, 69–119. Elsevier Academic Press. https://doi.org/10.1016/S0065-2601(06)38002-1

Grant, A. M., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553. doi: 10.1037/0022-3514.85.3.541

Grant, A. M., & Ashford, S. J. (2008). The dynamics of proactivity at work. Research in Organizational Behavior, 28, 3-34. DOI: 10.1016/j.riob.2008.04.002

Grant, A. M., & Schwartz, B. (2011). Too much of a good thing: The challenge and opportunity of the inverted U. Perspectives on Psychological Science, 6(1), 61-76. doi:10.1177/1745691610393523

Hackman, J. R. (1980). Work redesign and motivation. Professional Psychology, 11(3), 445–455. https://doi.org/10.1037/0735-7028.11.3.445

Humphrey, S. E., Nahrgang, J. D., & Morgeson, F. P. (2007). Integrating motivational, social, and contextual work design features: A meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology, 92(5), 1332-1356. DOI: 10.1037/0021-9010.92.5.1332

Klingsieck, K. B. (2013). Procrastination in different life-domains: Is procrastination domain specific? Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 32(2), 175–185. https://doi.org/10.1007/s12144-013-9171-8

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2012). The effects of self-talk and goal setting on self-regulation of learning a new motor skill in physical education. International Journal of Sport and Exercise Psychology, 10(3), 221–235.

Kozlowski, S. W., & Ilgen, D. R. (2006). Enhancing the effectiveness of work groups and teams. Psychological science in the public interest, 7(3), 77-124. doi:10.1111/j.1529-1006.2006.00030.x

McCallin, A. M., & Frankson, C. (2010). The role of the charge nurse manager: A descriptive exploratory study. Journal of Nursing Management, 18(3), 319–325.

McKeown, G. (2014). Essentialism: The Disciplined Pursuit of Less. Crown Business.

Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., ... & Shoda, Y. (2011). 'Willpower' over the life span: Decomposing self-regulation. Social Cognitive and Affective Neuroscience, 6(2), 252-256. doi:10.1093/scan/nsq081

Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time Management, and leisure satisfaction. American Journal of Health Studies, 16, 41-51.

Nwikina, L., & Nwile, C. B. (2015). Enhancing teachers’ personal and professional time management effectiveness in nigerian school system. International Journal of Humanities and Social Science Invention, 4(1), 2319–7714.

Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research (Vol. 2). Jossey-Bass.

Patel, J., Jinda, V., Yen, I., Bastani, F., Xu, J., & Garagghan, P. (2015). Workload Estimation for Improving Resource Management Decisions in the Cloud . IEEE Explore, 26.

Pychyl, T. A., Morin, R. W., & Salmon, B. R. (2000). Procrastination and the Planning Fallacy: An Examination of the Study Habits of University Students. Journal of Social Behavior and Personality, 15, 135-150.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68

Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., & Ferrari, J. R. (Eds.). (2004). Counseling the procrastinator in academic settings. American Psychological Association.https://doi.org/10.1037/10808-000

Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions, Educational Psychologist, 46, 26-47, DOI: 10.1080/00461520.2011.538646

Sirois, F., & Pychyl, T. (2013). Procrastination and the priority of short‐term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7(2), 115-127. https://doi.org/10.1111/spc3.12011

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. https://doi.org/10.1037/0033-2909.133.1.65

Swansburg, R. C., & Swansburg, R. J. (2002). Introduction to management and leadership for nurse managers (3rd ed.). Jones and Bartlett Publishers

Talebi, M., Ahmadi, F., & Kazemnejad, A. (2019). Dynamic self-regulation as an effective time management strategy for clinical nurses: A qualitative study. Journal of Clinical Nursing, 26(4), 467. https://doi.org/10.1016/j.colegn.2018.12.002

Vohs, K. D., Baumeister, R. F., & Ciarocco, N. J. (2005). Self-regulation and self-presentation: Regulatory resource depletion impairs impression management and effortful self-presentation depletes regulatory resources. Journal of Personality and Social Psychology, 88(4), 632-657. https://doi.org/10.1037/0022-3514.88.4.632

Vohs, K. D., & Baumeister, R. F. (Eds.). (2011). Handbook of self-regulation: Research, theory, and applications (2nd ed.). The Guilford Press.

Zijlstra, F. R., Cropley, M., & Rydstedt, L. W. (2014). From recovery to regulation: An attempt to reconceptualize 'burnout'. Stress and Health, 30(3), 244-252. doi:10.1002/smi.2609

Zimbardo, P. G., & Boyd, J. N. (2008). The time paradox: The new psychology of time that will change your life. Simon and Schuster.

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). Academic Press.

Published
2023-08-31
Section
Articles
pdf
Abstract views: 582
downloads: 548