PENGARUH KESADARAN PENUH TERHADAP DIRI KEPADA PROKRASTINASI AKADEMIK MELALUI PERASAAN TAKUT GAGAL PADA MAHASISWA PSIKOLOGI UNIVERSITAS PENDIDIKAN INDONESIA
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Penelitian ini bertujuan untuk mengidentifikasi pengaruh dari kesadaran penuh terhadap diri kepada prokrastinasi akademik melalui perasaan takut gagal pada mahasiswa Psikologi UPI. Sampel dalam penelitian ini sebanyak 178 orang. Penelitian ini menggunakan desain penelitian cross-sectional dengan pendekatan kuantitatif dan metode penelitian survey. Alat pengumpulan data yang dilakukan di dalam penelitian ini adalah dengan menggunakan tiga kuesioner, yakni Academic Procrastination Scale, Performance Failure Appraisal Inventory (PFAI) dan Toronto Mindfulness Scale (TMS). Data yang dikumpulkan dianalisis menggunakan analisis lajur (path analysis). Model mediated cause di mana terdapat variabel X yang memengaruhi variabel Y yang dipengaruhi dan variabel Z yang menjadi mediator. Hasil analisis menunjukan bahwa terdapat pengaruh yang signifikan kesadaran penuh terhadap diri kepada prokrastinasi akademik sebesar 98,6%, terdapat pengaruh yang signifikan kesadaran penuh terhadap diri kepada perasaan takut gagal sebesar 95,8% serta kesadaran penuh terhadap diri dapat mempengaruhi lebih signifikan prokrastinasi akademik setelah di kontrol oleh variabel mediator perasaan takut gagal.;---The research focus on effect of mindfulness of self toward academic procrastination through the fear of failure in student of the Departement Psychology UPI. The research sample consisted of 178 studens. This research uses cross-sectional research design with quantitative approach and survey research method. The data collection tool used in this research is using three questionnaires Academic Procrastination Scale, Performance Failure Appraisal Inventory (PFAI) and Toronto Mindfulness Scale (TMS). The path analysis model used in this study is the mediated causes model, where there are variables X influencing, the influenced Y variables and the variable Z being the mediator. The result of the analysis showed that there is a significant effect of mindfulness on academic procrastination of 98.6%, there is a significant effect of mindfulness on fear of failure of 95,8% and the variable of fear of failure can be used as a mediator of mindfulness toward academic procrastination.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.006 | 0.008 |
| Meta-epidemiology (broad) | 0.006 | 0.004 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.027 | 0.005 |
| Scholarly communication | 0.003 | 0.007 |
| Open science | 0.014 | 0.009 |
| Research integrity | 0.005 | 0.007 |
| Insufficient payload (model declined to judge) | 0.014 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it