Self-efficacy Relationship With Adjustment In Blended Learning In USU Psychology Faculty Students

Introduction

Blended learning has become a popular learning model in recent years, combining traditional face-to-face instruction with online learning. However, the success of blended learning depends on various factors, including students' self-efficacy and adjustment. Self-efficacy refers to an individual's belief in their ability to complete a task or achieve a goal. In the context of blended learning, self-efficacy is crucial in determining students' ability to adapt to the new learning environment. This study aims to examine the relationship between self-efficacy and adjustment in blended learning in students of the Faculty of Psychology, University of North Sumatra (USU).

Methodology

This study involved 148 USU Faculty of Psychology students who took the Educational Psychology course. The measurement instrument used was a general self-efficacy scale (GSE) by Ralf Schwarzer and Matthias Jerusalem based on aspects of Bandura theory, and the scale of adjustment by Haber and Runyon. This research method is correlational, using the Pearson Product Moment test.

Results

The results of the research analysis showed that the correlation coefficient (R) value was 0.339 and the significance value (P) was 0.000. This shows that there is a significant relationship between self-efficacy and adjustment to USU Faculty of Psychology students.

Discussion

These findings provide some important implications:

1. The Role of Self-efficacy in Self-Adjustment

Self-efficacy, self-confidence in the ability to complete certain tasks, has an important role in the process of adjusting self in blended learning. Students with high self-efficacy tend to be more confident in facing challenges and academic demands, so that they can easily adjust to the blended learning method.

2. Increase Self-efficacy to Increase Self-Adjustment

Increasing students' self-efficacy can be one of the strategies to increase adjustment in blended learning. This can be done through various interventions such as:

Giving Guidance and Counseling

Helping students understand and develop effective learning strategies for blended learning.

Increased Motivation

Give awards and recognition of student achievements in blended learning.

Development of Ability

Train students to manage time, access learning resources, and collaborate with Peers in blended learning.

3. Implementation of Effective Blended Learning

It is important for lecturers to understand the relationship between self-efficacy and adjustment in blended learning. They need to design learning strategies that support the development of students' self-efficacy, such as providing learning platforms that are easily accessible, provide constructive feedback, and facilitate interaction between students.

4. Further Research

Further research is needed to examine other factors that influence self-adjustment in blended learning, such as motivation, social support, and technological capabilities. This study can also be repeated in different student populations and by using a more comprehensive research method.

Conclusion

Overall, this study shows that self-efficacy has an important role in student adjustment to blended learning. By understanding this relationship, lecturers and educational institutions can develop more effective strategies to support students in adapting to this increasingly popular learning model.

Recommendations

Based on the findings of this study, the following recommendations are made:

• Lecturers should design learning strategies that support the development of students' self-efficacy.
• Educational institutions should provide guidance and counseling to students to help them understand and develop effective learning strategies for blended learning.
• Students should be motivated and recognized for their achievements in blended learning.
• Further research should be conducted to examine other factors that influence self-adjustment in blended learning.

Limitations

This study has several limitations, including:

• The sample size was relatively small.
• The study was conducted in a single institution, and the findings may not be generalizable to other institutions.
• The study used a correlational design, and the causal relationship between self-efficacy and adjustment in blended learning is not established.

Future Directions

Future research should aim to:

• Examine the causal relationship between self-efficacy and adjustment in blended learning.
• Investigate other factors that influence self-adjustment in blended learning, such as motivation, social support, and technological capabilities.
• Conduct a more comprehensive study that includes a larger sample size and multiple institutions.

By understanding the relationship between self-efficacy and adjustment in blended learning, educators and policymakers can develop more effective strategies to support students in adapting to this increasingly popular learning model.

Q: What is self-efficacy, and how does it relate to adjustment in blended learning?

A: Self-efficacy refers to an individual's belief in their ability to complete a task or achieve a goal. In the context of blended learning, self-efficacy is crucial in determining students' ability to adapt to the new learning environment. Students with high self-efficacy tend to be more confident in facing challenges and academic demands, so that they can easily adjust to the blended learning method.

Q: What are the implications of this study for educators and policymakers?

A: The findings of this study suggest that educators and policymakers should design learning strategies that support the development of students' self-efficacy. This can be done by providing guidance and counseling to students, increasing motivation and recognition of student achievements, and developing students' ability to manage time, access learning resources, and collaborate with peers.

Q: What are the limitations of this study?

A: This study has several limitations, including a relatively small sample size, a single institution, and a correlational design. Future research should aim to examine the causal relationship between self-efficacy and adjustment in blended learning, investigate other factors that influence self-adjustment, and conduct a more comprehensive study.

Q: What are the recommendations for future research?

A: Future research should aim to:

• Examine the causal relationship between self-efficacy and adjustment in blended learning.
• Investigate other factors that influence self-adjustment in blended learning, such as motivation, social support, and technological capabilities.
• Conduct a more comprehensive study that includes a larger sample size and multiple institutions.

Q: How can educators and policymakers support students in adapting to blended learning?

A: Educators and policymakers can support students in adapting to blended learning by:

• Designing learning strategies that support the development of students' self-efficacy.
• Providing guidance and counseling to students.
• Increasing motivation and recognition of student achievements.
• Developing students' ability to manage time, access learning resources, and collaborate with peers.

Q: What are the benefits of understanding the relationship between self-efficacy and adjustment in blended learning?

A: Understanding the relationship between self-efficacy and adjustment in blended learning can help educators and policymakers develop more effective strategies to support students in adapting to this increasingly popular learning model. This can lead to improved student outcomes, increased student satisfaction, and better academic performance.

Q: How can students develop their self-efficacy in blended learning?

A: Students can develop their self-efficacy in blended learning by:

• Setting achievable goals and working towards them.
• Seeking guidance and support from educators and peers.
• Developing effective learning strategies and time management skills.
• Collaborating with peers and engaging in online discussions.

Q: What are the implications of this study for students?

A: The findings of this study suggest that students should focus on developing their self-efficacy in blended learning by setting achievable goals, seeking guidance and support, and developing effective learning strategies. By doing so, students can improve their ability to adapt to the blended learning environment and achieve better academic outcomes.

Q: How can educators and policymakers measure the effectiveness of their strategies in supporting students' self-efficacy and adjustment in blended learning?

A: Educators and policymakers can measure the effectiveness of their strategies by:

• Conducting regular assessments of students' self-efficacy and adjustment.
• Collecting data on student outcomes, such as academic performance and student satisfaction.
• Conducting surveys and focus groups to gather feedback from students and educators.
• Analyzing data on student engagement and participation in online learning activities.