PERAN SELF-COMPASION SEBAGAI MEDIATOR DALAM HUBUNGAN ANTARA DUKUNGAN ORANG TUA TERHADAP ACADEMIC BUOYANCY SISWA DI SMP N 23 SEMARANG

Sevilla Permatawati, Ernest Ceti Septyanti

Abstract


Siswa pada jenjang sekolah menengah pertama menghadapi tantangan akademik sehari-hari yang menuntut kapasitas adaptif untuk bangkit dari kesulitan. Penelitian ini bertujuan untuk menguji pengaruh dukungan orang tua terhadap academic buoyancy siswa, dengan self-compassion sebagai variabel mediasi. Desain korelasional diterapkan pada 225 siswa kelas tujuh dan delapan yang dipilih menggunakan teknik purposive cluster sampling. Data dikumpulkan menggunakan skala dukungan orang tua, self-compassion, dan academic buoyancy, kemudian dianalisis menggunakan analisis mediasi dengan teknik bootstrapping. Hasil menunjukkan bahwa dukungan orang tua berpengaruh positif terhadap self-compassion (B = 0,2205; p < 0,001), dan self-compassion berpengaruh positif terhadap academic buoyancy (B = 0,1431; p < 0,001). Namun, pengaruh langsung dukungan orang tua terhadap academic buoyancy tidak signifikan (0,0025, p>0,001), sementara pengaruh tidak langsung melalui self-compassion terbukti signifikan (0,0316; BootCI [0,0109 ; 0,0513]), menunjukkan mediasi penuh. Temuan ini mengindikasikan bahwa dukungan orang tua saja belum cukup untuk meningkatkan academic buoyancy siswa tanpa diinternalisasi menjadi self-compassion, sehingga layanan bimbingan konseling sekolah perlu memprioritaskan penguatan self-compassion bersamaan dengan psikoedukasi tentang pola asuh.

Full Text:

PDF (Indonesian)

References


Al-Rikabi, G. K. C., Farhadi, H., Aljawabir, W. N. M., & Yousefi, Z. (2025). The Mediating Role of Self-Compassion in the Relationship Between Academic Buoyancy and Academic Resilience in Students of Dhi Qar City. Journal of Psychological Dynamics in Mood Disorders, 4(3), 1–15. https://doi.org/10.61838/kman.pdmd.547

Bostwick, K. C. P., Martin, A. J., Collie, R. J., Burns, E. C., Hare, N., Cox, S., Flesken, A., & McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology, 114(8), 1931–1949. https://doi.org/10.1037/edu0000753

Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426

Çelik, O. (2024). Academic motivation in adolescents: The role of parental autonomy support, psychological needs satisfaction and self-control. Frontiers in Psychology, 15, 1384695. https://doi.org/10.3389/fpsyg.2024.1384695

Chen, H., Wang, K., Yang, N., Bi, K., & Chong, E. S. K. (2026). The Contribution of Parenting to Adolescent Self-Compassion and Internalizing Problems: A Meta-Analytic Structural Equation Modeling Approach. Adolescent Research Review, 11(1), 155–194. https://doi.org/10.1007/s40894-025-00265-3

Chen, M., & Mok, I. A. C. (2023). Perceived parental involvement influences students’ academic buoyancy and adaptability: The mediating roles of goal orientations. Frontiers in Psychology, 14, 1248602. https://doi.org/10.3389/fpsyg.2023.1248602

Datu, J. A. D., & Yang, W. (2021). Academic buoyancy, academic motivation, and academic achievement among filipino high school students. Current Psychology, 40(8), 3958–3965. https://doi.org/10.1007/s12144-019-00358-y

Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Fathi, L., Bakhtiarpour, S., & Mahdad, A. (2024). The Correlation of Self-Compassion and Benefits of Empathy with Academic Well-Being in High School Students: The Mediating Role of Academic Buoyancy. International Journal of School Health, 11(2). https://doi.org/10.30476/intjsh.2024.101206.1373

Gu, J., Zhan, P., Liu, J., & Wang, J.-L. (2024). Strength-based parenting and academic buoyancy: A short-term longitudinal chain mediation model. Current Psychology, 43(8), 6753–6760. https://doi.org/10.1007/s12144-023-04892-8

Guay, F. (2022). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355

Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

Lukas, G. E., & Sulastra, M. C. (2025). The Role of Strength-Based Parenting on Academic Buoyancy in “X” High School Students in Bandung. Humanitas (Jurnal Psikologi), 9(3), 351–366. https://doi.org/10.28932/humanitas.v9i3.9840

Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. Oxford University Press.

Mageau, G. A., Ranger, F., Joussemet, M., Koestner, R., Moreau, E., & Forest, J. (2015). Validation of the Perceived Parental Autonomy Support Scale (P-PASS). Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 47(3), 251–262. https://doi.org/10.1037/a0039325

Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34(5), 488–500. https://doi.org/10.1177/0143034312472759

Martin, A. J., & Marsh, H. W. (2008). Workplace and Academic Buoyancy: Psychometric Assessment and Construct Validity Amongst School Personnel and Students. Journal of Psychoeducational Assessment, 26(2), 168–184. https://doi.org/10.1177/0734282907313767

Neff, K. D. (2003). The Development and Validation of a Scale to Measure Self-Compassion. Self and Identity, 2(3), 223–250. https://doi.org/10.1080/15298860309027

Neff, K. D. (2023). Self-Compassion: Theory, Method, Research, and Intervention. Annual Review of Psychology, 74(1), 193–218. https://doi.org/10.1146/annurev-psych-032420-031047

Neff, K. D., Bluth, K., Tóth-Király, I., Davidson, O., Knox, M. C., Williamson, Z., & Costigan, A. (2021). Development and Validation of the Self-Compassion Scale for Youth. Journal of Personality Assessment, 103(1), 92–105. https://doi.org/10.1080/00223891.2020.1729774

Neff, K. D., & Germer, C. K. (2013). A Pilot Study and Randomized Controlled Trial of the Mindful Self‐Compassion Program. Journal of Clinical Psychology, 69(1), 28–44. https://doi.org/10.1002/jclp.21923

O’Neal, C. R., Weston, L. C., He, X., Huang, K., Pine, D. S., Kamboukos, D., & Brotman, L. M. (2017). Change in depression across adolescence: The role of early anger socialization and child anger. Journal of Adolescence, 59(1), 1–7. https://doi.org/10.1016/j.adolescence.2017.05.011

Putri, A., Darmayanti, N., & Menanti, A. (2023). PENGARUH REGULASI EMOSI DAN DUKUNGAN SOSIAL KELUARGA TERHADAP RESILIENSI AKADEMIK SISWA. JIVA: Journal of Behaviour and Mental Health, 4(1). https://doi.org/10.30984/jiva.v4i1.2528

Putwain, D. W., Jansen In De Wal, J., & Van Alphen, T. (2023). Academic Buoyancy: Overcoming Test Anxiety and Setbacks. Journal of Intelligence, 11(3), 42. https://doi.org/10.3390/jintelligence11030042

Sari, O. D. P., Rangkuti, A. A., & Deasyanti, D. (2025). A Systematic Review of Academic Buoyancy in Adolescents: Psychological and Environmental Predictors of Educational Resilience. AL-ISHLAH: Jurnal Pendidikan, 17(4). https://doi.org/10.35445/alishlah.v17i4.7572

Teuber, Z., Tang, X., Sielemann, L., Otterpohl, N., & Wild, E. (2022). Autonomy-related Parenting Profiles and their Effects on Adolescents’ Academic and Psychological Development: A Longitudinal Person-oriented Analysis. Journal of Youth and Adolescence, 51(7), 1333–1353. https://doi.org/10.1007/s10964-021-01538-5

Tóth-Király, I., & Neff, K. D. (2021). Is Self-Compassion Universal? Support for the Measurement Invariance of the Self-Compassion Scale Across Populations. Assessment, 28(1), 169–185. https://doi.org/10.1177/1073191120926232




DOI: http://dx.doi.org/10.30829/al-irsyad.v16i2.31162

Refbacks

  • There are currently no refbacks.


bandar slot oyo288 mulia288 slot gacor88 ovo88 https://lineslot88login.com/

bandar togel

choicehomecontractors.com

scatter hitam

slot777

slot88

https://radenfatah.id/

https://garudafood.org/