PERANAN IKLIM UNIVERSITI SEBAGAI ‘MODERATOR OF THE MODERATOR’ PENCAPAIAN KENDIRI KE ATAS BURNOUT DAN LIBATSAMA BELAJAR HARIAN PELAJAR UNIVERSITI
DOI:
https://doi.org/10.46754/umtjur.v4i2.271Keywords:
Burnout, Iklim universiti, Kuantitatif diari, Pencapaian kendiri, Sokongan belajar, Tuntutan belajarAbstract
Kajian ini bertujuan mengkaji peranan iklim universiti sebagai ‘moderator of the moderator’ terhadap pencapaian kendiri dalam meramalkan hubungan antara tuntutan belajar harian dengan sokongan belajar harian ke atas burnout harian dan libatsama belajar harian. Kajian menggunakan pendekatan diari kuantitatif pelbagai tahap (multilevel) yang melibatkan seramai 30 orang pelajar universiti yang dikutip bermula hari Ahad sehingga Rabu (30*4 = 120 data diari) dan data dianalisis dengan menggunakan perisian Hierarchical Linear Modeling (HLM) 8.0. Analisis mendapati bahawa terdapat kesan positif daripada pengalaman harian tuntutan belajar terhadap burnout harian dan sokongan belajar harian terhadap libatsama belajar harian dalam kalangan pelajar. Lebih penting lagi, kajian ini juga mendapati bahawa iklim universiti menjadi moderator hubungan interaksi antara pencapaian kendiri individu dengan tuntutan belajar harian dalam mengurangkan burnout harian. Pelajar mengalami burnout yang lebih tinggi dalam keadaan tuntutan belajar yang banyak. Walau bagaimanapun, kesan ini dapat dikurangkan apabila terdapatnya iklim persekitaran universiti yang baik dan pencapaian kendiri individu yang tinggi. Penemuan kajian ini menunjukkan bahawa kedua-dua faktor universiti (iklim universiti) dan faktor individu (pencapaian kendiri) memainkan peranan penting dalam usaha mengurangkan impak negatif tuntutan belajar, terutamanya ke atas burnout. Faktor persekitaran universiti dan ciri-ciri individu telah dianggap sebagai penentu utama yang mempengaruhi burnout dan libatsama belajar dalam kalangan pelajar, tetapi kesan secara serentak kedua-dua faktor masih belum lagi diterokai.
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