Abstract
The purpose of this study was to determine the role of emotional intelligence and social support with learning achievement in class XI students of SMA Negeri 1 Bengkulu Selatan. This study is a non-experimental study with a correlational design to determine the effect of emotion regulation on students' learning achievement. This study proves two hypotheses, first, there is a significant emotional intelligence with an increase in student achievement. Second, there is a significant relationship between social support and an increase in student achievement. This study collected data from 89 students using a random technique from the population of SMA Negeri 1 Bengkulu Selatan. The data collection instruments used were emotional intelligence questionnaires, social support questionnaires and student achievement documents. The analysis used is more specific, namely simple linear regression analysis. The results showed that there was a significant relationship between emotional intelligence and academic achievement with an rxy value of 0.283 plus a p value of 0.013. Furthermore, second hypotheses, there is a significant relationship between social support and an increase in student achievement was rejected with a p value of 0.064 and clarified with an rxy value of 0.212, which means that there is no relationship between social support and increased learning achievement. The results of this study can be used as a reference to determine the right way to deal with students' academic and problems with guidance and counseling that is fun to maximize emotional intelligence, social support and student achievement.
Highlights
The purpose of any learning process is to demonstrate the changes that the school wants
This study aims to determine the role of emotional intelligence and social support on students’ achievement
It can be concluded that there is a significant relationship between emotional intelligence and social support on the students’ learning achievement in the eleventh-grade students of SMA N 1 Bengkulu Selatan
Summary
The purpose of any learning process is to demonstrate the changes that the school wants. Readiness starts from physical and psychological conditions This readiness is necessary because it can determine the quality of the process and student learning achievement (Mulyani, 2013). The results of Mulyani's research (2013) showed that there was an improvement in student achievement by as much as 81.01%. This figure was considered quite good and was influenced by many factors, such as general basic abilities, talents, motivation, study habits, and environment. This means that these students had a good ability to manage and control emotions so that they could direct and motivate themselves in achieving learning achievements in everyday life
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