- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Analysing Self-Discipline: An Overview of Self-Control, Self-Regulation and Delay of Gratification in Elementary School Students in Jombang
DOI:
https://doi.org/10.31004/obsesi.v8i4.6112Keywords:
Self-Discipline, Self-Control, Self-Regulation, Delay of Gratification, Elementary SchoolAbstract
This study aims to describe the self-discipline character of elementary school students in Jombang, in terms of delay of gratification, self-control, and self-regulation. Self-discipline is an important factor that supports students‘ learning success, as it is directly related to student's ability to organise themselves to follow school rules and achieve academic goals. Data were collected through distributing questionnaires to elementary school students spread across several schools in Jombang. The research method used was descriptive quantitative with a survey approach. This involved designing a questionnaire that measured the three aspects of self-discipline, distributing it to a representative sample of 200 students, and then analyzing the responses using descriptive statistical techniques. The results showed that primary school students in Jombang generally have a fairly good level of self-discipline. The self-control aspect shows the highest score, followed by self-regulation, while the delay of gratification aspect tends to be lower. The findings indicate that although students can control themselves and regulate their behaviour, they still need to improve in delaying gratification to achieve greater goals. The implications of this study emphasise the importance of self-discipline development programmes in primary schools that focus on self-control and behaviour regulation and improving delay of gratification. Interventions designed with attention to all three aspects can help students develop more holistic self-discipline skills, which in turn supports their future success
Downloads
Download data is not yet available.
References
Blaikie, N. (2003). Analyzing Quantitative Data From Description to Explanation. SAGE Publications Inc.
Blair, C., & Ursache, A. (2022). A bidirectional model of executive functions and self-regulation. In The development of executive function (pp. 1–26). Blackwell Publishing.
Crocker, J., Brook, A. T., Niiya, Y., & Villacorta, M. (2006). The Pursuit of Self-Esteem: Contingencies of Self-Worth and Self-Regulation. Journal of Personality, 74(6).
Drever, J. (1986). A Dictionarry of Psychology. Penguin Books Ltd.
Duckworth, A., Grant, H., Loew, B., & Oettingen, G. (2011). Self-Regulation Strategies Improve Self-Discipline In Adolescents: Benefits Of Mental Contrasting And Implementation Intentions. Journal of Educational Psychology, 31(1), 17–26.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16(12), 939–944.
Durkheim, E. (1990). Pendidikan Moral. Penerbit Erlangga.
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related regulation: Its conceptualization, relations to social functioning, and socialization. In Handbook of Self-Regulation: Research, Theory, and Applications (pp. 259–282). Guilford Press.
Fairshild, H. P. (1977). Dictionarry of Sosciology. Little Field. Adam & Co.
Folkman, D. (2009). Three Important Fact About Self Discipline. http:/EzineArticle.com/expert=DavidFolkman
Gailliot, M. T., Baumeister, R. F., DeWall, C. N., Maner, J. K., Plant, E. A., Tice, D. M., Brewer, L. E., & Schmeichel, B. J. (2007). Self-Control Relies on Glucose as a Limited Energy Source: Willpower Is More Than a Metaphor. Journal of Personality and Social Psychology, 92(2), 325–336.
Gibson, R. L., & Mitchell, M. H. (2011). Introduction to Counseling and Guidance. Pustaka Pelajar.
Gillebaart, M., & de Ridder, D. T. D. (2015). Effortless Self-Control: A Novel Perspective on Response Conflict Strategies in Trait Self-Control. Social and Personality Psychology Compass, 9(2), 88–99. https://doi.org/10.1111/spc3.12160
Gumisiriza. (2012). The Need For Guidance and Counselling Services Today More Than Ever Before. Journal of Guidance & Counselling, 4(2).
Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317–324.
Knapczyk, D. (2004). Teaching Self Discipline: For Self-Reliance and Academic Succes. Attained Company, Inc.
Kohn, A. (2008). Why Self Discipline Is Overrated: The (Troubling) Theory and Practice of Control from Within. http://www.alfiekohn.org/teaching/selfdiscipline.htm
Matcalfe, J., & Mischel, W. (1999). A Hot/Cool System Analysis of Delay of Gratification: Dynamic of Willpower. Psycological Review, 106(1), 3–19.
Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933–938.
Mischel, W., Shonda, Y., & Rodrigues, M. . (1989). Delay of Gratification in Children. Science New Series, 244(4907), 933–938.
Ningsih, R. (2018). Pengaruh Kontrol Diri terhadap Perilaku Disiplin Remaja. Jurnal Psikoedukasi Dan Konseling, 2(2), 48. https://doi.org/10.20961/jpk.v2i2.15820
Pavlina, S. (2006). Self Discipline The Key to Succes. http://www.stevepavlina.com/blog/2005/06/self-discipline
Prasetyo, A., & Laili, N. (2023). Hubungan Antara Self-Regulated Learning dengan Motivasi Belajar Siswa SMA Hang Tuah 2 Sidoarjo pada Masa Pandemi. Emergent Journal of Educational Discoveries and Lifelong Learning (EJEDL), 2(3), 1–10. https://doi.org/10.47134/emergent.v2i3.1
Rahardi, F., & Dartanto, T. (2021). Growth mindset, delayed gratification, and learning outcome: evidence from a field survey of least-advantaged private schools in Depok-Indonesia. Heliyon, 7(4), e06681. https://doi.org/10.1016/j.heliyon.2021.e06681
Richard, A. R. (2008). The Art of Rethoric as Self Discipline: Interdisciplinary, inner Necessity, and construction of Research Agenda. Journal of Research Practice, 4(1).
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In Handbook of Child Psychology: Social, Emotional, and Personality Development (pp. 99–166).
Roy, A. (2020). A Comprehensive Guide for Design, Collection, Analysis and Presentation of Likert and Other Rating Scale Data: Analysis of Likert Scale Data. Amazon Digital Services LLC - KDP Print US.
Sasson, R. (2003). Will Power and Self Discipline. Dari Succes Concsiouness. http://www.succesconsciousness.com
Schlam, T. R. et al. (2012). Preschoolers’ Delay of Gratiï¬cation Predicts their Body Mass 30 Years Later. The Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2012.06.049
Senko, C., & Harackiewicz. J. M. (2005). Regulation of Achievement Goal: The Role of Competence Feedback. Journal of Education Psychology, 97(3), 320–336.
Simba, N. O., Agak, J. O., & Kabuka, E. K. (2016). Impact of Discipline on Academic Performance of Pupils in Public Primary Schools in Muhoroni Sub-County , Kenya. Journal of Education and Practice, 7(6), 164–173.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2018). High Self-Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success. Journal of Personality, 72(2), 271–324.
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Developmen, 59(2–3), 25–52.
Woolfolk, A. (2010). Educational Psychology Eleventh Edition. Pearson Education Internationa.
Zelazo, P. D., & Müller, U. (2002). Executive function in typical and atypical development. In Handbook of Childhood Cognitive Development (pp. 445–469). Blackwell Publishing.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13–39). Academic Press.
Downloads
Published
17-09-2024
Check Article Index
How to Cite
Mahatmaharti, R. A. K., Prijambodo, R. F. N., & Dinarti, S. (2024). Analysing Self-Discipline: An Overview of Self-Control, Self-Regulation and Delay of Gratification in Elementary School Students in Jombang. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(4), 849–859. https://doi.org/10.31004/obsesi.v8i4.6112
Issue
Section
Articles
