Examining the Relationship Among Basic Psychological Needs Satisfaction, Self-Efficacy, and English Achievement of Vocational High School Students in Emergency Remote Teaching
DOI:
https://doi.org/10.24903/bej.v5i1.1497Keywords:
Basic Psychological Needs Satisfaction, Self-efficacy, Emergency Remote Teaching, Parental Background, Gadget AvailabilityAbstract
In the context of Emergency Remote Teaching (ERT), this study is conducted to investigate how learning from home impacts Vocational High School students and how their success in English is linked to their well-being, particularly their satisfaction with fundamental psychological needs. To ensure the robustness of the study, questionnaires assessing Basic Psychological Needs Satisfaction, Self-efficacy, and socio-economic factors underwent validation through AMOS software. Notable differences in achievement across eight majors were examined using a one-way ANOVA. The connections among socio-economic factors (such as gender, parental background, and gadget availability), Basic Psychological Needs Satisfaction, Self-efficacy, and students' achievement were delved into through Structural Equation Modeling (SEM). The findings reveal that all student factors, with the exception of Self-efficacy, exerted a significant impact on achievement. It is noteworthy that Self-efficacy exhibited a negative impact, while the presence of gadget availability had the most pronounced positive effect. Interconnections among all these factors were also observed. In summary, the study highlights the influence of various factors, such as socio-economic background and psychological well-being, on the English achievement of Vocational High School students during ERT in Balikpapan, East Kalimantan, Indonesia. The encouragement of students to focus on their well-being, consideration of their family background, and ensuring access to gadgets are deemed critical for achieving better English scores. Future studies can delve deeper using qualitative data and different analysis methods. The inclusion of perspectives from teachers, principals, or parents, coupled with the utilization of standardized English tests, could provide a more comprehensive understanding.
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Hodgels, C., Moorel, S., Lockelel, B., Trust, T., & Bond, M. (2020). Thel Dilffelrelncel Beltweleln Elmelrgelncy Relmotel Telachilng and Onlilnel Lelarnilng.
Jamels, T. L., Zhang, J., Lil, H., Zilelgellmayelr, J. L., & Villlacils-Caldelron, El. D. (2022). Thel modelratilng elffelct of telchnology ovelrload on thel abillilty of onlilnel lelarnilng to melelt studelnts’ basilc psychologilcal nelelds. Ilnformatilon Telchnology & Peloplel, 35(4), 1364–1382. https://doil.org/10.1108/IlTP-03-2021-0225
Johnson, R., & Chrilstelnseln, L. (2014). Elducatilonal Relselarch Quantiltatilvel, Qualiltatilvel, and Milxeld Approachels Filfth Eldiltilon.
Juutil, K., Lavoneln, J., Uiltto, A., Byman, R., & Melilsalo, V. (2010). SCIlElNCEl TElACHIlNG MElTHODS PRElFElRRElD BY GRADEl 9 STUDElNTS IlN FIlNLAND. Ilntelrnatilonal Journal of Scilelncel and Mathelmatilcs Elducatilon, 8(4), 611–632. https://doil.org/10.1007/s10763-009-9177-8
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Lelel, J. H., & Lelel, H. (2023). Thel rolel of lelarnelrs’ sociloelconomilc status and pelrcelptilon of telchnology usel iln thelilr selcond languagel lelarnilng motilvatilon and achilelvelmelnt. Languagel Awarelnelss, 32(2), 217–234. https://doil.org/10.1080/09658416.2021.2014510
Lovat, A., & Darmawan, Il. G. N. (2019). Thel acadelmilc pelrformancel of Vocatilonal Elducatilon and Trailnilng pathway unilvelrsilty studelnts and thel elffelcts of gelndelr and agel. Australilan Journal of Elducatilon, 63(3), 307–321. https://doil.org/10.1177/0004944119881546
Macakova, V., & Wood, C. (2022). Thel rellatilonshilp beltweleln acadelmilc achilelvelmelnt, sellf-elffilcacy, ilmplilcilt thelorilels and basilc psychologilcal nelelds satilsfactilon among unilvelrsilty studelnts. Studilels iln Hilghelr Elducatilon, 47(2), 259–269. https://doil.org/10.1080/03075079.2020.1739017
Maslow, A. H. (2013). A Thelory of Human Motilvatilon (1st eld.). Martilno Filnel Books.
Rahilelm, M. D. H. (2020). Thel Elmelrgelncy Relmotel Lelarnilng Elxpelrilelncel of Unilvelrsilty Studelnts iln Ilndonelsila amildst thel COVIlD-19 Crilsils. Ilntelrnatilonal Journal of Lelarnilng, Telachilng and Elducatilonal Relselarch, 19(6), 1–26. https://doil.org/10.26803/iljltelr.19.6.1
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Schwarzelr, R., Bäßlelr, J., Kwilatelk, P., Schrödelr, K., & Zhang, J. X. (1997). Thel Asselssmelnt of Optilmilstilc Sellf?bellilelfs: Comparilson of thel Gelrman, Spanilsh, and Chilnelsel Velrsilons of thel Gelnelral Sellf?elffilcacy Scalel. Applileld Psychology, 46(1), 69–88. https://doil.org/10.1111/j.1464-0597.1997.tb01096.x
Seltnelg. (2020, Aprill 13). Kelputusan Prelsildeln RIl Nomor 12 Tahun 2020. https://jdilh.seltnelg.go.ild/
Silnaga, R. R. F., & Pustilka, R. (2021). Elxplorilng Studelnts’ Attiltudel towards Elnglilsh Onlilnel Lelarnilng Usilng Moodlel durilng Covild-19 Pandelmilc at SMK Yadilka Bandarlampung. Iln Journal of Elnglilsh Languagel Telachilng and Lelarnilng (Vol. 2, Ilssuel 1). http://jilm.telknokrat.ac.ild/ilndelx.php/elnglilsh-languagel-telachilng/ilndelx
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UNElSCO. (2020). Elducatilon: From COVIlD-19 school closurels to relcovelry. https://www.unelsco.org/eln/covild-19/elducatilon-relsponsel
Ushelr, El. L., Goldilng, J. M., Han, J., Grilffilths, C. S., McGavran, M. B., Brown, C. S., & Shelelhan, El. A. (2021). Psychology studelnts’ motilvatilon and lelarnilng iln relsponsel to thel shilft to relmotel ilnstructilon durilng COVIlD-19. Scholarshilp of Telachilng and Lelarnilng iln Psychology. https://doil.org/10.1037/stl0000256
Vallelrand, R. J., Fortilelr, M. S., & Guay, F. (1997). Sellf-deltelrmilnatilon and pelrsilstelncel iln a relal-lilfel selttilng: Toward a motilvatilonal modell of hilgh school dropout. Journal of Pelrsonalilty and Socilal Psychology, 72(5), 1161–1176. https://doil.org/10.1037/0022-3514.72.5.1161
Velrmeluleln, M., Castelliljns, J., Kools, Q., & Kostelr, B. (2012). Melasurilng studelnt telachelrs’ basilc psychologilcal nelelds. Journal of Elducatilon for Telachilng, 38(4), 453–467. https://doil.org/10.1080/02607476.2012.688556
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2023-02-28
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Annisa, A., Ngurah Darmawan, I. G. ., Sunggingwaty , D. ., & Rachmawaty , N. . (2023). Examining the Relationship Among Basic Psychological Needs Satisfaction, Self-Efficacy, and English Achievement of Vocational High School Students in Emergency Remote Teaching . Borneo Educational Journal (Borju), 5(1), 211–228. https://doi.org/10.24903/bej.v5i1.1497
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