Peran Kontrol Diri Dimediasi Motivasi Belajar Pada Perilaku Cyberloafing Mahasiswa

Abstract

Perkembangan teknologi saat ini tidak serta merta membawa dampak positif terutama bagi mahasiswa. Mahasiswa lebih tertarik untuk melakukan perilaku menyimpang seperti cyberloafing. Dalam hal ini kontrol diri dan motivasi belajar menjadi faktor penting yang dapat membantu mengurangi perilaku cyberloafing pada mahasiswa. Penelitian ini bertujuan untuk menguji peran mediasi motivasi belajar terhadap pengaruh kontrol diri terhadap perilaku cyberloafing pada mahasiswa Fakultas Ekonomi di Universitas Medan Area. Penelitian ini diterapkan dengan metode kuantitatif menggunakan pendekatan Structural Equation Modeling (SEM) berbasis Partial Least Squares (PLS). Jumlah sampel sebanyak 254 mahasiswa yang dipilih melalui teknik purposive sampling dan dengan bantuan rumus slovin. Instrumen penelitian yang digunakan terdiri dari skala kontrol diri, skala perilaku cyberloafing dan skala motivasi belajar. Hasil penelitian menunjukkan bahwa kontrol diri berpengaruh negatif terhadap perilaku cyberloafing (β = -0,248, p < 0,05), motivasi belajar berpengaruh negatif terhadap perilaku cyberloafing (β = -0,252, p < 0,05) dan kontrol diri berpengaruh positif terhadap motivasi belajar (β = 0,754, p < 0,05). Selain itu motivasi belajar terbukti memediasi secara signifikan peran kontrol diri terhadap perilaku cyberloafing (β = -0,190, p < 0,05). Temuan ini membuktikan bahwa kontrol diri dan motivasi belajar berperan penting dalam mempengaruhi perilaku cyberloafing pada mahasiswa. The advancement of technology did not automatically bring positive impacts, particularly for university students. Students were more inclined to engage in deviant behaviors such as cyberloafing. In this context, self-control and learning motivation were considered crucial factors that could help reduce cyberloafing behavior among students. This study aimed to examine the mediating role of learning motivation in the relationship between self-control and cyberloafing behavior among students of the Faculty of Economics at Universitas Medan Area. The research was conducted using a quantitative method with a Structural Equation Modeling (SEM) approach based on Partial Least Squares (PLS). A total of 254 students were selected through purposive sampling, supported by the Slovin formula. The research instruments consisted of a self-control scale, a cyberloafing behavior scale, and a learning motivation scale. The results showed that self-control had a negative effect on cyberloafing behavior (β = -0.248, p < 0.05), learning motivation negatively affected cyberloafing behavior (β = -0.252, p < 0.05), and self-control positively influenced learning motivation (β = 0.754, p < 0.05). Furthermore, learning motivation significantly mediated the effect of self-control on cyberloafing behavior (β = -0.190, p < 0.05). These findings demonstrated that self-control and learning motivation played a significant role in influencing cyberloafing behavior among students.