The Effectiveness of Emotional Intelligence Psychoeducation on Learning Motivation, Self-Regulated Learning, and Procrastination in Students

Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academic procrastination scale, and the self-regulation scale. The data analysis in this study uses a path analysis technique with the partial least square structural equation model (PLS-SEM). The program or software used to conduct the analysis is SmartPLS 4. The results showed that self-regulation played a mediator between learning motivation and academic procrastination, with a significance value of 0.001 (p<0.05). Coefficient Test -0.242 (p-Value,0.001<0.05). Regulation partially mediates the relationship between learning motivation and academic procrastination. The conclusion of this study states that self-regulation plays an important role in mediating the relationship between learning motivation and academic procrastination in students. In other words, the ability to self-regulate effectively can help students overcome the tendency to delay completing academic assignments.

This research was based on the phenomenon problem of motivation to learn experienced by students of SMA Hang Tuah 2 Sidoarjo. This study aims to determine the relationship between self-regulation learning and learning motivation in students of Sma Hang Tuah 2 Sidoarjo. This research is included in the type of quantitative research with a correlational approach. This research was conducted at SMA Hang Tuah 2 Sidoarjo, East Java. The population in this study was 400 students, so from calculations using the Krejcie Morgan formula, the sample used 196 students taken using a simple random sampling technique. Data collection in this study used two psychological scales, namely the self-regulated learning scale from the aspect of self-regulated learning developed by Dewi (2019) and obtained a reliability coefficient value of (α) 0.939 and a learning motivation scale from the aspect of learning motivation developed by Santiarini (2020) and a reliability coefficient value of (α) 0.835 was obtained. Data analysis in this study using Spearman's Correlations and this analysis process used the help of the JASP program version 0.14.0.0 for windows. The results of the study obtained a value of r = 0.538 and a p value = 0.001 where 0.001 < 0.05 which means that there is a positive relationship between self regulated learning variables and academic procrastination in students of SMA Hang Tuah 2 Sidoarjo.

The research objective is to determined the relationship between academic procrastination with self-regulated learning and learning motivation in high school students. The research was carried out through a quantitative approach with a correlation design. The populations of this study were students of class XI at Senior High School Bojonegoro. The research sample used was class XI students at Senior High School 1 Kedungadem, Senior High School 1 Kepohbaru and Senior High School 1 Sugihwaras as many as 257 students taken through simple random sampling technique. Research data were collected through self-report techniques with academic procrastination scale, self-regulated learning scale and learning motivation scale. The three scales have been tested for validity and respectively have reliability coefficients of 0.917, 0.865, and 0.951. Data analysis was carried out through statistical methods using multiple correlation formulas. The results of analysis prove that there is a significant relationship between academic procrastination with self-regulated learning and learning motivation with a significance score. The results of this study can be used by guidance and counseling teachers as study material to deal with academic procrastination problems that occur among students.

The purpose of this study is to examine the influence of emotional intelligence and spiritual intelligence on students' learning motivation. The research method employed in this study is quantitative with multiple linear regression analysis. The research was conducted at Sekolah Tinggi Teologi Injili Indonesia Surabaya, and the findings indicate that emotional intelligence and spiritual intelligence have a significant effect on students' learning motivation, accounting for 61.5% of the variance. Specifically, emotional intelligence has a 70.6% effect on learning motivation, while spiritual intelligence has a 76.9% effect.
 Research Contribution: This study highlights the importance of emotional intelligence and spiritual intelligence in influencing students' learning motivation at Sekolah Tinggi Teologi Injili Indonesia Surabaya. Therefore, educational institutions, particularly Sekolah Tinggi Teologi Injili Indonesia Surabaya, should focus on organizing student activities that promote the development of emotional and spiritual intelligence. Furthermore, educators should employ innovative teaching methods to enhance students' emotional and spiritual intelligence, ultimately leading to increased learning motivation among students.
 

The problem that still often occurs in the educational environment is the lack of motivation to learn in students. Each student has a different level of learning motivation, ranging from low, medium, to high learning motivation. The low motivation of students to learn occurs in the lack of a sense of student awareness of the importance of learning motivation. The purpose of this study is to increase learning motivation, using group guidance with self-regulated learning techniques. RS). Self-regulated learning (SRL) is important to be given to students so that students can increase their awareness of their learning motivation. This research is a type of quantitative research with a quasi-experimental research design with an experimental control group design. The results of this study indicate that there are differences before and after the group guidance action with self-regulated learning (SRL) techniques is carried out. So it can be proven that group guidance with self-regulated learning (SRL) techniques can increase the learning motivation of vocational students. SRL can increase students' awareness of learning motivation so that it can be taken into consideration in group guidance services for BK.

Academic procrastination in students is a determining factor for the success of students in completing their studies. Engagement with the community and the ability of students to organize themselves in learning also play a role in academic procrastination. This study aims to determine the relationship of Sense of Community (SoC) and Self -Regulated Learning (SRL) with Academic Procrastination. The population of this study was all UMSIDA students in the odd semester of 2018-2019 academic year with the total number of 9824 students and the total sample based on Isaac and Michael's table with an 5% error rate were 385 students with a proportioned random sampling technique. Research data collection used three psychological scales, namely the scale of academic procrastination, the scale of the sense of community, and the scale of self-regulated learning. Analysis of research data used was product moment correlation and multiple regression analysis. The results of the analysis show that the Sense of Community and Self-Regulated Learning have a negative relationship with academic procrastination. If students perceive themselves to have a Sense of Community and high Self-Regulated Learning, they will tend to reduce their academic procrastination. However, the Self-Regulated Learning prediction on academic procrastination is higher than the Sense of Community on academic procrastination.

The role of information technology has become very important in the era of globalization and modernization, especially in various fields, such as the field of education. The online learning process is one whose performance is greatly influenced by the ability of teachers to use technology to provide learning materials. The presence of e-learning in Indonesia can have an influence on student learning motivation. One of them is the impact on his learning attitude. The purpose of this study was to determine the influence of self-regulated learning, self-efficacy on student learning motivation at SMPN X. Samples totaling 220 students were taken using non-probability sampling  techniques in the form of simple random sampling.  The data collection method uses a learning motivation scale of α value = 0.735, a self-regulated learning  scale of α value = 0.744 and a self-efficacy  scale of α value = 0.739. The analysis used is multiple linear regression analysis. The results of this study show that there is a positive influence with t count > t table of 1,945 on self-regulated learning on learning motivation which means that the higher the self-regulated learning , the higher the motivation to learn, self-efficacy has a positive effect with sig.( p)= 0.021 (sig. <0.050) on learning motivation which means that the higher the self-efficacy , the higher the motivation to learn, then self-regulated learning and self-efficacy simultaneously have a positive effect with sig.( p)= 0.001 (sig. <0.050) to learning motivation which means that the higher the self-regulated learning and self-efficacy , the higher the motivation to learn in students. The coefficient of determination known to Rsquare is 0.044 which means that the variables self-regulated learning and self-efficacy together affect learning motivation by 4.4% and are influenced by other variables by 95.6%. Keywords: learning motivation,  self regulated learning, self efficacy.

The study on academic procrastination can help educators and educational developers in avoiding the lack of success and even failure in the educational process. This study aims to examine the effect of belief about knowledge, belief about learning, and self-regulation in learning on academic procrastination. This quantitative study involves 277 college students. The data collection technique used in this study is a questionnaire in the form of a scale. There are four types of scales used in the data collection process: the scale of belief about knowledge, the scale of belief about learning, the scale of self-regulation in learning, and the scale of academic procrastination. Data analysis technique using structural equation technique. The results show that belief about knowledge has an effect on self-regulation in learning (r = 0.157, p = 0.028), belief about knowledge affects academic procrastination (r = -0,157, p = 0.000), belief about learning affects self-regulation in learning (r = 0.199, p = 0,040), belief about learning affects academic procrastination (r = -0.147, p = 0,019), and self-regulation in learning affects significant negatively to academic procrastination (r = -0.097, p = 0,030).

This research was conducted to determine the influence of intellectual, emotional and spiritual intelligence on the learning motivation of students at the Faculty of Information Engineering, Jabal Ghafur University, mediated by the implementation of the MBKM program in the era of revolution 4.0. This research uses the method mixed qualitative and quantitative with a sample of 76 students from the Faculty of Information Engineering, Jabal Ghafur University, consisting of undergraduate and D3 study programs. Sample selection using the method simple random sampling and use the Slovin formula. The data processing used in the research is SmartPLS 4.0. The data used is primary data obtained from a questionnaire via Google Form which was distributed online for one month. The research results show that intellectual intelligence and emotional intelligence do not have a direct influence on learning motivation. Meanwhile, spiritual intelligence has a direct positive and significant influence on learning motivation. Intellectual intelligence has a negative and significant influence on the MBKM program. Emotional intelligence and spiritual intelligence have a positive and significant influence on the MBKM program. Then the MBKM program has a positive and significant influence on learning motivation. Intellectual intelligence has a negative and significant effect on the learning motivation variable through the MBKM program as an intervening variable. Furthermore, emotional intelligence and spiritual intelligence have a positive and significant effect on the learning motivation variable through the MBKM program variable as an intervening variable. This research suggests carrying out further analysis of why intellectual intelligence has a negative influence on learning motivation through the MBKM program as an intervening variable.

The research aims to (1) describe emotional intelligence on the learning motivation of East Jakarta junior high school students during the Covid-19 pandemic, (2) analyze the effect of emotional intelligence on learning motivation of East Jakarta junior high school students during the Covid-19 pandemic. Using quantitative, with associative types. The sample is 100 junior high school students in Jakarta. The results of simple linear regression analysis, obtained the equation that learning motivation: 26,151 + 0,755 emotional intelligence. The constant value of learning motivation is 26,151, while the regression coefficient for emotional intelligence is 0.755. The constant value is positive, meaning that if there is no emotional intelligence, the learning motivation is 26,151. The regression coefficient is positive, meaning that there is a positive relationship between emotional intelligence variables and learning motivation. If emotional intelligence has increased by 1% then students' learning motivation will increase by 75.5%. Based on the results of the t test, obtained a significance value: 0.000 and t count: 14,404. Significance value: 0.000 less than 0.05, meaning that there is a significant influence between the independent variable of emotional intelligence on the dependent variable of learning motivation of East Jakarta Middle School students during the Covid-19 pandemic.. Research on the analysis of students' emotional intelligence on student learning motivation during the covid-19 pandemic is expected to find out new information about the factors of students' emotional intelligence problems during online learning so that it can increase students' online learning motivation. The method used is purposive random sampling, the use of questionnaires and descriptive analysis through statistical tests
 Keywords: Emotional Intelligence; Motivation to learn; Covid-19 pandemic

The formulation of problems in the study include: (1) Students who procrastinate in making assignments and there are students who do not complete assignments on time (2) Students who do not have motivation in themselves (3) Students who do not have life goals and there are students who cannot control themselves. The purpose of the study was to determine the level of learning motivation possessed by students in self-regulated learning and to determine the relationship between the two The type of research used is quantitative with a correlational approach. The research data population amounted to 55 high school students. The results of the study with 55 students were taken through questionnaire distribution techniques using a learning motivation scale and a self regulated learning scale. The results of the learning motivation questionnaire showed a high category (76.36%) with a frequency of 42 students, quite high (23.64%) with a frequency of 13 students. Then the level of self-regulated learning shows a high category (80.00%) with a frequency of 44 students, quite high (14.55%) with a frequency of 8 students, very high (3.63%) with a frequency of 2 students, and low (1.82%) with a frequency of 1 student. Based on the results of the study, it states that there is a significant relationship between learning motivation and self-regulated learning of high school students. This means that the higher the level of learning motivation of students, the higher the self-regulated learning.

The research aims to investigate the influence of emotional intelligence on students' learning motivation. Conducted at Jinarakkhita Buddhist College among second-semester students, this study seeks to establish the significant relationship between emotional intelligence and the level of learning motivation. Utilizing a quantitative approach, the study involves data collection from second-semester students at Jinarakkhita Buddhist College using a research instrument that has undergone validity and reliability testing. Statistical analysis is performed to test hypotheses and assess the association between emotional intelligence and learning motivation. The findings of this research will contribute to a deeper comprehension of the significance of emotional intelligence in shaping students' learning motivation. The implications of this study can provide valuable information for educational institutions to enhance the development of students' emotional intelligence and learning motivation.

This study aims to determine learning independence which is influenced by the learning motivation of new students. A total of 460 new students of class 2019 were involved in this research. The instrument used was a scale of self-regulated learning and a scale of learning motivation. The data analysis used is the assumption test, hypothesis test, and difference test. The results show 1) based on the assumption test that the research data is proven normality and linearity; 2) based on the hypothesis test that there is a positive relationship between learning motivation and self-regulated learning (r = 0.770; p <0.01), and there is an effect of learning motivation on self-regulated learning (R² = 0.592; p <0.01); 3) based on different tests that there are differences in self-regulated learning based on student demographic factors [F = 1.321, p <0.05].Learning Motivation

The teacher plays an important role in fostering student motivation to learn by always actively encouraging and encouraging students in the class during the teaching and learning process or learning takes place. This study aims to describe the teacher's role in increasing students' motivation to learn mathematics and the supporting and inhibiting factors of teachers in increasing learning motivation in students' mathematics learning. This study uses a qualitative method with a survey approach. The object of research is the role of the teacher in increasing learning motivation in learning mathematics for grade IV students. Data collection techniques through observation, interviews, and documentation. Data analysis techniques use the Miles and Huberman models which include data reduction, data presentation, and drawing conclusions. The results of the study show that the teacher has carried out his role well. The role played by the teacher in increasing students' motivation to learn mathematics is the role of the teacher as a source of learning, the role of the teacher as a facilitator, and the role of the teacher as a motivator. Factors supporting the teacher's role in increasing motivation to learn mathematics include infrastructure, student awareness, and support from school members and parents. Factors inhibiting the teacher's role in increasing learning motivation in learning mathematics include the behavior of students who lack discipline and student motivation that has not grown.

Self-regulated learning is one of the growing aspects in the field of educational psychology. It plays a very important role in the academic success of the students. In addition, the failure of self-regulation resulted in academic procrastination. Academic procrastination is recurring behavior of students. The objective of the present study is to find out the levels of self-regulated learning, levels of academic procrastination, and the influence of self-regulated learning on the academic procrastination of the students. The present study was a Descriptive survey and questionnaire-based. The study was performed in the Kamrup (M) colleges of Assam affiliated with Gauhati University. The sample of the present study was 142 college students both boys and girls. The data were collected both offline and online. To run the statistical test, SPSS was used. Z score, percentage, Chi-square, correlation, and regression analyses were performed to test the null hypotheses and find out the objectives. The result indicates that college students are self-regulated learners as all the students fall under the extremely high level of self-regulated learning to average level of self-regulated learning. Again they are also an academic procrastinator. It was also indicated that there is a significant negative correlation between self-regulated learning and academic procrastination. Also, regression analysis indicated that self-regulated learning is a strong predictor of academic procrastination of college students. The level of students' self-regulated learning and academic procrastination must be pointed out in order to ensure the student's academic success.