Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar

Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar

<p>Kajian ini bertujuan untuk menganalisis peranan keperluan asas psikologi sebagai</p><p>pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar</p><p>di sekolah. Reka bentuk penyelidikan kuantitatif...

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Main Author: Norkhafizah Yussuf
Format: thesis
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Published: 2023
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=9838
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institution Universiti Pendidikan Sultan Idris
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language zsm
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Norkhafizah Yussuf
Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar
description <p>Kajian ini bertujuan untuk menganalisis peranan keperluan asas psikologi sebagai</p><p>pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar</p><p>di sekolah. Reka bentuk penyelidikan kuantitatif dipilih untuk menjawab tiga persoalan</p><p>kajian dan lapan belas hipotesis. Tiga set instrumen telah digunakan untuk mengukur</p><p>iklim sekolah, keperluan asas psikologi dan kesejahteraan subjektif pelajar di sekolah.</p><p>Seramai 361 responden yang terdiri daripada pelajar sekolah menengah di Daerah Hilir</p><p>Perak dipilih melalui pensampelan bersrata dan data dianalisis menggunakan Structural</p><p>Equation Modeling. Keputusan analisis secara bootsraping mendapati bahawa</p><p>keperluan asas psikologi adalah pengantara yang signifikan positif bagi hubungan</p><p>antara dimensi iklim sekolah yang terdiri daripada sokongan guru, hubungan rakan</p><p>sebaya, hubungan dengan pihak sekolah, melaporkan dan meminta pertolongan,</p><p>kepelbagaian budaya dan peraturan yang jelas terhadap perasaan positif dengan nilai</p><p>standart indirect effect berada antara 0.094(p=0.001) hingga 0.198 (p=0.030) serta</p><p>kepuasan hidup pelajar di sekolah dengan nilai standart indirect effect berada antara</p><p>0.082 (p=0.001) hingga 0.174 (p=0.030). Kajian ini turut mendapati keperluan asas</p><p>psikologi juga adalah pengantara yang signifikan negatif bagi hubungan antara ke</p><p>enam-enam dimensi sekolah tersebut dengan perasaan negatif pelajar dengan nilai</p><p>standart indirect effect berada antara -0.046 (p=0.006) hingga -0.022 (p=0.035).</p><p>Kesimpulannya, kajian ini telah menyokong bahawa keperluan asas psikologi menjadi</p><p>asas penting dalam menentukan tahap kesejahteraan subjektif pelajar. Implikasi kajian</p><p>ini dapat membantu pemegang taruh dalam bidang pendidikan melakukan</p><p>penambahbaikan iklim sekolah menerusi pelaksanaan strategi dan tindakan</p><p>berdasarkan keperluan asas psikologi pelajar. Kajian yang lebih komprehensif dengan</p><p>melibatkan pelajar, guru, ibu bapa dan komuniti perlu dilaksanakan untuk melihat</p><p>kesan yang lebih luas lagi terhadap keperluan asas psikologi dan tahap kesejahteraan</p><p>pelajar di sekolah.</p>
format thesis
qualification_name
qualification_level Master's degree
author Norkhafizah Yussuf
author_facet Norkhafizah Yussuf
author_sort Norkhafizah Yussuf
title Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar
title_short Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar
title_full Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar
title_fullStr Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar
title_full_unstemmed Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar
title_sort peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=9838
_version_ 1794025760358400000
spelling oai:ir.upsi.edu.my:98382024-02-21 Peranan keperluan asas psikologi sebagai pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar 2023 Norkhafizah Yussuf LB Theory and practice of education <p>Kajian ini bertujuan untuk menganalisis peranan keperluan asas psikologi sebagai</p><p>pengantara bagi hubungan antara iklim sekolah dengan kesejahteraan subjektif pelajar</p><p>di sekolah. Reka bentuk penyelidikan kuantitatif dipilih untuk menjawab tiga persoalan</p><p>kajian dan lapan belas hipotesis. Tiga set instrumen telah digunakan untuk mengukur</p><p>iklim sekolah, keperluan asas psikologi dan kesejahteraan subjektif pelajar di sekolah.</p><p>Seramai 361 responden yang terdiri daripada pelajar sekolah menengah di Daerah Hilir</p><p>Perak dipilih melalui pensampelan bersrata dan data dianalisis menggunakan Structural</p><p>Equation Modeling. Keputusan analisis secara bootsraping mendapati bahawa</p><p>keperluan asas psikologi adalah pengantara yang signifikan positif bagi hubungan</p><p>antara dimensi iklim sekolah yang terdiri daripada sokongan guru, hubungan rakan</p><p>sebaya, hubungan dengan pihak sekolah, melaporkan dan meminta pertolongan,</p><p>kepelbagaian budaya dan peraturan yang jelas terhadap perasaan positif dengan nilai</p><p>standart indirect effect berada antara 0.094(p=0.001) hingga 0.198 (p=0.030) serta</p><p>kepuasan hidup pelajar di sekolah dengan nilai standart indirect effect berada antara</p><p>0.082 (p=0.001) hingga 0.174 (p=0.030). Kajian ini turut mendapati keperluan asas</p><p>psikologi juga adalah pengantara yang signifikan negatif bagi hubungan antara ke</p><p>enam-enam dimensi sekolah tersebut dengan perasaan negatif pelajar dengan nilai</p><p>standart indirect effect berada antara -0.046 (p=0.006) hingga -0.022 (p=0.035).</p><p>Kesimpulannya, kajian ini telah menyokong bahawa keperluan asas psikologi menjadi</p><p>asas penting dalam menentukan tahap kesejahteraan subjektif pelajar. Implikasi kajian</p><p>ini dapat membantu pemegang taruh dalam bidang pendidikan melakukan</p><p>penambahbaikan iklim sekolah menerusi pelaksanaan strategi dan tindakan</p><p>berdasarkan keperluan asas psikologi pelajar. Kajian yang lebih komprehensif dengan</p><p>melibatkan pelajar, guru, ibu bapa dan komuniti perlu dilaksanakan untuk melihat</p><p>kesan yang lebih luas lagi terhadap keperluan asas psikologi dan tahap kesejahteraan</p><p>pelajar di sekolah.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=9838 https://ir.upsi.edu.my/detailsg.php?det=9838 text zsm closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64(January), 101950. https://doi.org/10.1016/j.cedpsych.2021.101950</p><p>Aknin, L. B., Van de Vondervoort, J. W., & Hamlin, J. K. (2018). Positive feelings reward and promote prosocial behavior. Current Opinion in Psychology, 20, 5559. https://doi.org/10.1016/j.copsyc.2017.08.017</p><p>Al-Seheel, A. Y., & Noor, N. M. (2016). 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