Pengaruh Self-Efficacy dan Dukungan Sosial Terhadap School Well-Being Peserta Didik Pesantren di Kota Kutacane

Abstract

Penelitian ini untuk mengetahui Pengaruh Self-Efficacy dan Dukungan Sosial Terhadap School Well-Being Peserta Didik Pesantren di Kota Kutacane. Metode penelitian menggunakan kuantitatif non eksperimen. Populasi dalam penelitian ini sebanyak 300 siswa, dengan menggunakan Teknik total sampling. Teknik analisis data yang digunakan ialah teknik analisis regresi berganda dengan asumsi data berdistribusi normal serta linier. Hasil pengujian hipotesis pertama dinyatakan diterima hipotesis alternatif karena nilai signifikansi di bawah dari 0.050 dengan besaran regresi 15,4%. Artinya ada pengaruh yang signifikan self-efficacy terhadap school well being. Hasil pengujian hipotesis kedua dinyatakan menerima hipotesis alternatif karena nilai signifikansi di bawah dari 0.050 dengan besaran regresi 0,3%. Artinya artinya terdapat pengaruh dukungan sosial terhadap school well being. Sedangkan hasil pengujian hipotesis ketiga dinyatakan menerima hipotesis alternatif karena nilai signifikansi kurang dari 0.050 dengan besaran regresi 16,2%. Dengan ini, secara bersama self efficacy dan dukungan sosial dapat mempengaruhi school well-being. This study aims to determine the Influence of Self Efficacy and Social Support on School Well-Being of Islamic Boarding School Students in Kutacane City. The research method uses quantitative non-experimental. The population in this study was 300 students, using the total sampling technique. The data analysis technique used was the multiple regression analysis technique with the assumption that the data was normally distributed and linear. The results of the first hypothesis test stated that the alternative hypothesis was accepted because the significance value was below 0.050 with a regression magnitude of 15.4%. This means that there is a significant influence of self efficacy on school well-being. The results of the second hypothesis test stated that the alternative hypothesis was accepted because the significance value was below 0.050 with a regression magnitude of 0.3%. This means that there is an influence of social support on school well-being. While the results of the third hypothesis test stated that the alternative hypothesis was accepted because the significance value was less than 0.050 with a regression magnitude of 16.2%. With this, together self efficacy and social support can affect school well-being.