The Impact of Academic Press and Student Teacher Relationship on Childrens Emotional Adjustment
(1) Pascasarjana Pendidikan Anak Usia Dini Universitas Negeri Jakarta
(2) Pascasarjana Pendidikan Anak Usia Dini Universitas Negeri Jakarta
(3) Pascasarjana Pendidikan Anak Usia Dini Universitas Negeri Jakarta
Copyright (c) 2019 Fadilla Ayuningtyas, Sofia Hartati, Tjipto Sumadi
DOI : https://doi.org/10.31004/obsesi.v3i1.148
Full Text: Language : id
Submitted : 2019-01-10
Published : 2019-01-16
The purpose of this study is to examine the impact of the academic press and student teacher relations on emotional adjustment in children aged 7-8 years. This study used a survey method with 132 respondents in East Jakarta, selected using stratified multistage cluster random sampling. Data collection uses three research instruments in the form of scales 1-3 which is adapted and developed from research indicators using student academic survey press with reliability values (Î± = .465), short version Student Teacher Relationship Scale (Î± = .599), and School Liking and Avoidance Questionnaire (Î± = .715). The results showed that 1) academic press did not had a direct negative effect on emotional adjustment, 2) teacher-student relations had a direct positive effect on emotional adjustment, and 3) academic press and teacher relations simultaneously had a positive effect on emotional adjustment which explained indirect effect of the academic press on emotional adjustment through student teacher relations as a mediator. This indirect influence illustrates that in a state of high positive relations, the academic press's role that the teacher seeks is understood by students as a way for teachers to improve achievement and emotional adjustment. In addition, the positive effect was increasing greater when academic press related together with the teacher-student relationship compared to the partial effect of student relations on emotional adjustment. This greater effect requires a ranking of the partial correlation of the teacher-student relation which is above or greater than the ranking of the partial academic press only.
Abouserie, R. (1994) ‘Sources and Levels of Stress in Relation to Locus of Control and Self Esteem in University Students’, 14(3), pp. 323–330. doi: 10.1080/0144341940140306.
Arbeau, K. A., Coplan, R. J. and Weeks, M. (2010) ‘Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1’, International Journal of Behavioral Development, 34(3), pp. 259–269. doi: 10.1177/0165025409350959.
Awaliyah, G. (2018) Aduan kekerasan fisik di dunia pendidikan capai 72 persen, republica.co.id.
Damanik, C. (2018) Siswa SD dihukum guru menjilati WC gara-gara tak bawa tugas, kompas.com.
Deasyanti (2015) School satisfaction and children’s positive school adjusment. Charles Darwin University.
Fairbrother, K. and Warn, J. (2003) ‘Workplace dimensions, stress and job satisfaction’, Journal of Managerial Pshychology, 18(1), pp. 8–21. doi: 10.1108/02683940310459565.
Garmabrata, G. (2018) Guru pemberi hukuman jilat WC kepada siswanya dimutasi, liputan6.com.
Groh, A. M. et al. (2014) ‘The significance of attachment security for children’s social competence with peers: A meta-analytic study’, Attachment and Human Development, 16(2), pp. 103–136. doi: 10.1080/14616734.2014.883636.
Hamre, B. . and Pianta, R. C. (2006) ‘Student-Teacher Relationships’, Children’s needs III: Development, prevention, and intervention. Edited by B. B.B and M. K.M. United States: National Association of School Psychologists, pp. 59–71.
Hamre, B. K. et al. (2008) ‘Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors’, Social Development, 17(1), pp. 115–136. doi: 10.1111/j.1467-9507.2007.00418.x.
Hamre, B. K. and Pianta, R. C. (2001) ‘Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade’, Child Development, 72(2), pp. 625–638.
Hemphill, C. (2006) In Kindergarten Playtime, a New Meaning for ‘Play’, The Newyork Times.
Honma, Y. and Uchiyama, I. (2014) ‘Emotional Engagement and School Adjustment in Late Childhood: The Relationship between School Liking and School Belonging in Japan’, Psychological Reports, 114(2), pp. 496–508. doi: 10.2466/21.10.PR0.114k19w7.
Honma, Y. and Uchiyama, I. (2016) ‘The relationships between role-taking ability and school liking or school avoidance’, Comprehensive Psychology, 5, pp. 1–11. doi: 10.1177/2165222816648079.
Ireson, J. and Hallam, S. (2005) ‘Pupils’ liking for school: Ability grouping, self-concept and perceptions of teaching’, British Journal of Educational Psychology, 75(2), pp. 297–311. doi: 10.1348/000709904X24762.
Kemendikbud (2017) Langkah Strategis Perbaikan Sekolah di Tahun Ajaran Baru, kemendikbud.go.id.
Ladd, G., Buhs, E. and Seid, M. (2000) ‘Children’s Initial Sentiments About Kindergarten : Is School Liking an Antecedent of Early Classroom Participation and Achievement?’, Merril-Palmer Quartley, 46(2), pp. 255–279.
Lee, V. E. et al. (1999) Social support, academic press, and student achievement: A view from the middle grades in Chicago. Improving Chicago’s Schools. A report of the Chicago Annenberg Research Project. Chicago: Concortium on Chicago School Research.
Mccormick, M. P. et al. (2014) ‘Journal of Educational Psychology Teacher – Child Relationship Quality and Academic Achievement in Elementary School : Does Gender Matter ? Teacher – Child Relationship Quality and Academic Achievement in Elementary School : Does Gender Matter ?’
Murphy, M. C. and Archer, J. (1996) ‘Stressors on the college campus: A comparison of 1985-1993’, Journal of College Student Development, 37(1), pp. 20–28.
Murray, C., Murray, K. M. and Waas, G. A. (2008) ‘Child and teacher reports of teacher-student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms’, Journal of Applied Developmental Psychology, 29(1), pp. 49–61. doi: 10.1016/j.appdev.2007.10.006.
Nadlir, M. (2018) Awal 2018, Laporan ke KPAI Didominasi Kasus Kekerasan Guru ke Siswa, kompas.com.
Nicolopoulou, A. (2010) ‘The alarming disappearance of play from early childhood education’, Human Development, 53(1), pp. 1–4. doi: 10.1159/000268135.
Pianta, R. C. (2001) ‘Student-teacher relationship Scale (STRS): Professional manual’. Psychological Assessment Resources, pp. 1–58.
Prabu, P. S. (2015) ‘A study on academic stress among higher secondary students’, International Journal of Humanities and Social Science Invention, 4(10), pp. 63–68.
Prasanti, D. and Fitriani, D. R. (2018) ‘Building Effective Communication Between Teachers and Early Children In PAUD Institutions’, Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(2), pp. 259–266. doi: 10.31004/obsesi.v2i2.96.
Robiyah, R., Ekasari, D. and Witarsa, R. (2018) ‘Pengaruh Pola Asuh Ibu terhadap Kecerdasan Sosial Anak Usia Dini di TK Kenanga Kabupaten Bandung Barat’, Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), pp. 74–81.
Roorda, D. L. et al. (2011) ‘The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach’, Review of Educational Research, 81(4), pp. 493–529. doi: 10.3102/0034654311421793.
Russell, J. L. (2011) ‘From child’s garden to academic press: The role of shifting institutional logics in redefining kindergarten education’, American Educational Research Journal, 48(2), pp. 236–267. doi: 10.3102/0002831210372135.
Shouse, R. C. (1996) ‘Academic press and sense of community: Conflict, congruence, and implications for student achievement’, Social Psychology of Education, 1(1), pp. 47–68. doi: 10.1007/BF02333405.
Smith, J. (2011) Measuring school engagement: A longitudinal evaluation of the School Liking and Avoidance Questionnaire from kindergarten through sixth grade. Arizona State University.
Troop-Gordon, W. and Kuntz, K. J. (2013) ‘The unique and interactive contributions of peer victimization and teacher-child relationships to children’s school adjustment’, Journal of Abnormal Child Psychology, 41(8), pp. 1191–1202. doi: 10.1007/s10802-013-9776-2.
UNESCO (2015) Early childhood care and education, United Nations Educations, Scientific and Cultural Organization.
UNESCO (2016) Global Citizens for Sustainable Development: A Guide for Teacher. France: United Nations Educational, Scientific and Cultural Organization.
United Nations (2015) ‘The Millennium Development Goals Report’, United Nations, p. 72. doi: 978-92-1-101320-7.
Valiente, C., Lemery-Chalfant, K. and Castro, K. S. (2007) ‘Children’s effortful control and academic competence: Mediation through school liking’, Merrill-Palmer Quarterly, 53(1), pp. 1–25.
Yang, P. J. and Lamb, M. E. (2014) ‘Factors influencing classroom behavioral engagement during the first year at school’, Applied Developmental Science, 18(4), pp. 189–200. doi: 10.1080/10888691.2014.924710.
Zhang, X. et al. (2016) ‘The relationship among school safety, school liking, and students’ self-esteem: Based on a multilevel mediation model’, Journal of School Health, 86(3), pp. 164–172. doi: 10.1111/josh.12364.
Zhang, Y. et al. (2015) ‘A cross sectional study between the prevalence of chronic pain and academic pressure in adolescents in China (Shanghai)’, BMC Musculoskeletal Disorders. BMC Musculoskeletal Disorders, 16(219). doi: 10.1186/s12891-015-0625-z.
Article MetricsAbstract Views : 98 times
PDF Full Text Downloaded : 52 times
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.