Psikologi Kepribadian 2 v terbaik. Buku Welden II yang ditulisnya merupakan salah satu buku yang terkenal, berisi kisah fiksi sebuah komunitas yang menjalankan prinsip-prinsip behaviorisme. 18 Agustus 1990, B.F. Skinner meninggal dunia karena leukemia.
There were few studies in Indonesia that had investigated the importance of personality in learning. This hypothesis of this study was there would be significance effect of the dimensions of personality based on Big Five Personality Traits Model on self-regulated learning. This study involved 342 college students. The instrument used were Big Five Personality scale and self-regulated learning scale.
The result showed that 28,9% were categorized in extraversion type, 19% were categorized in conscientiousness, 17,5% in agreeableness and 14.9% were categorized in openness. Analysis of regression showed that there is significant effect of personality on self-regulated learning (R= 0,627; R 2 = 39,3%; F= 43,43; p-value. Personality profile of students with technical academic performance. Procedia-Social and Behavioral Science, 78, 56-60. Chamorro-Premuzic, T. & Furnham, A.
Personality traits and academicexamination performance. European Journal of Personality, 17, 237-250. Doi: 10.1002/per.473 Dewi, Z. Antesenden, pengalaman, ekspresi, dan kontrol marah pada orang Batak dan o rang Jawa (Tesis). Depok: Program Pascasarjana Fakultas Psikologi Universitas Indonesia.
C., & McKeachie, W. The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128. Doi: 10.12 07/s15326985ep40026 Fasikhah, S. & Fatimah, S.
Self-regulated learning (SRL) dalam meningkatkan prestasi akademik pada mahasiswa. Jurnal Ilmiah Psikologi Terapan, 1(1), 145-155.
Doi: 10.22219/ jipt.v1i1.1364 Feist, J. Teori k epribadian ( ed.
Yogyakarta: Pustaka Belajar. & Feist, J.G.(2010). Teori k epribadian ( Buku 2 ).
Jakarta: Penerbit Salemba Humanika. & Chamorro-Premuzic, T. Personality, intelligence and approaches tolearning as predictors of academic performance. University College London: Elsevier.
Hakimi, S., Hejazi, E., & Lavasani, M.G. The relationship between personality traits and students’ academic achievement. Procedia-Social and Behavioral S cience, 29, 836-845. Doi: 10.1016/j.sbspro.2011.11.312 Hazrati-Viari, A., Rad, A. T., & Torabi, S. The effect of personality traits onacademic performance: The mediating role of academic motivation. Procedia-Social and Behavioral Science, 32, 367-371.
Doi: 10.1016/j.sbspro.2012. 01.055 Komarraju, M., Karau, S.J., & Schmeck, R. Role of the Big five personality traits in predicting college students’ academic motivation and achievement. Personality and Individual differences, 19, 47-52. Doi: 10.1016/ j.lindif.2008.07.001 Komarraju, M., Karau, S.J., Schmeck, R. R., & Avdic, A. The Big five personality traits, learning styles, and academic achievement.
Personality and Individual Differences, 51, 472-477. Doi: 10.1016/j.paid.2011.04.019 Mega, C., Ronconi, L. & De Beni, R. What makes a good student?
How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131. Strategi pembelajaran, tipe kepribadian dan hasil belajar Bahasa Indonesia pada siswa Sekolah Menengah Pertama. Makara, Sosial Humaniora, 14(1), 65-74. Doi: 10.7454/ mssh.v14i1.573 Pintrich, P.
R., Smith, D. F., Garcia, T., & Mckeachie, W.
Manual for the Use of Motivated Strategies for Learning Questioonaire (MSLQ).USA: National Centre for Research to Improve Postsecondary Teaching and Learning. R., Smith, D. F, Garcia, T., Mckeachie, W.
Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. Doi: 10.1177/ 053003024 Rosito, A. & Ambarita, T. Pengkajian tipe kepribadian dan hubungannya dengan prestasi belajar pada siswa Sekolah Menengah Atas.
Jurnal Psikologi Universitas HKBP Nommensen, 3(1), 39-64. & Mansouri, A. The relationship between learners’ goal oriented and self-regulated learning and their endorsement of L2 learning strategies.
International Journal of Language Learning and Applied Lingustics World, 5(2), 574-593. Santrock, J.W. Psikologi p endidikan (ed. Jakarta: Salemba Humanika. Self-regulated learning: The educational legacy of Paul R.Pintrich. Educational Psychologist, 40, 85-94. Doi: 10.1207/ s15326985ep40023 Sianipar, S.
Gambaran kepribadian suku bangsa batak Toba menggunakan Big Five Inventory. Naskah tidak dipublikasikan. Universitas Sumatera Utara, Medan.
& Pandeirot, O. Psikologi pendidikan. Jakarta: Penerbit Erlangga Susetyo, Y. F., & Kumara, A. Orientasi tujuan, atribusi penyebab, dan belajar berdasar regulasi diri. Jurnal Psikologi UGM, 39(1), 95-111.
Doi: 10.22146/jpsi.6969 Tekeng, N. Y., & Alsa, A. Peranan kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach terhadap belajar berdasar regulasi diri. Jurnal Psikologi UGM, 43(2), 85-106. Doi: 10.22146/jpsi.22856 Zarafshani, K.
Sharafi, L., & Rajabi, S. (2011).Using the Myers-Briggs Type Indicator (MBTI) in the teaching of entrepreneurial skills. International Journal of Science and Technology Education Research, 2(4), 66-74. Zimmerman, B.
Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70. Doi: 10.1207/s15430421tip41022 Zimmerman, B. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.
3102/ 0012909 Full Text: DOI.