The Effect of Self-concept against Student Achievement Motivation

in the Department of Management based on KKNI

A. Y. N. Warsiki, and Tri Mardiana

Universitas Pembangunan Negeri Veteran Yogyakarta

Keyword: Self-concept, achievement motivation

Abstract: This study aims to find out how a Large self-concept can influence student achievement motivation.

Achievement motivation is a need that can encourage individuals to make efforts to achieve goals and produce

better achievements. N Ach aspects (achievement motivation) are moderate risk-taking, immediate feedback

needs, satisfied with achievement, and preoccupied with the task. The importance of achievement motivation

for students' educational success is because achievement motivation is the desire to get things done, in

achieving a standard of success, and make an effort to achieve a goal, while self-conceiving is a perception

and self-evaluation both physical, social and psychological gained through experience experienced by

individuals in relationships with others This study uses a quantitative approach. The population in this study

were UPN "Veteran" students of the Faculty of Economics and Business, majoring in Management based on

KKNI in 2017 with a sample of 142 determined based on Sugiyono's table (2015). The data analysis technique

used is simple regression analysis. The results showed that: Self-Concept (self-concept) significantly

influence student achievement motivation with a contribution of 50.4%.

1 INTRODUCTION

Achievement motivation is a need that can encourage

individuals to make efforts to achieve goals and

produce better achievements. In this connection,

McClelland (in Luthans, 2006), illustrates that all

aspects of Ach (achievement motivation) are:

moderate risk-taking, immediate feedback needs,

satisfied with achievement, and engrossed in tasks.

The importance of achievement motivation for

student education success is because achievement

motivation is the desire to get things done, in

achieving a standard of success, and make an effort to

achieve a goal (Santrock, 2003).

Someone who has high achievement motivation

has several advantages compared to those who have

low achievement motivation. This was explained by

Mc Clelland (Robbins, 2006) who said that the results

obtained if a person has high achievement motivation

when faced with complex tasks tend to do better, they

seem enthusiastic to complete their tasks well, and

learn how to do the task better the next time they

continue. Also, someone who has a strong

achievement motivation will look for situations

where they can get satisfaction achievement. They

determine the norms of achievement for themselves

without having to think about rewards that are not

related to the achievement itself. They also try

desperately to achieve what they have more

determined for themselves. Several factors influence

achievement motivation, according to Fernald &

Fernald, including self-concept (Self Concept)

(Rolan, 2006 in Latifa, 2018). If someone considers

himself capable of doing something, then the

individual will try to achieve what he wants. Then

Moss & Kagen (Rola, 2006) also said that a person's

self-concept would affect his desire to excel.

The concept of self (self-concept) is a perception

and self-evaluation, whether physical, social, or

psychological, obtained through the experiences

experienced by individuals in relationships with

others (Fitts, 1991). Aspects of the self-concept

expressed by Fits (1991) include self-identity

(identity self), self-behavior (behavioral self), self-

illumination / evaluator (judging self), physical self,

ethical-moral self (moral-ethical self), personal self

(personal self), family self (family self), and social

self (social self) (Fitts, 19971). The role of self-

concept is the way a person thinks about himself.

Recognition and achievement, individuals will be

motivated to work hard if they feel cared for by

others. Likewise, when individuals have a perspective

on themselves, a concept of themselves will be

formed, the concept of self is important for the life of

Warsiki, A. and Mardiana, T.

The Effect of Self-concept against Student Achievement Motivation in the Department of Management based on KKNI.

DOI: 10.5220/0009967003670370

In Proceedings of the International Conference of Business, Economy, Entrepreneurship and Management (ICBEEM 2019), pages 367-370

ISBN: 978-989-758-471-8

367

the individual because the concept of self determines

how individuals act in various situations (Calhoun &

Acoccela, 1990).

The results of research conducted by Rola (2006)

showed a significant relationship between self-

concept and achievement motivation in adolescents.

The same research conducted by Gage & Barliner (in

Rola, 2006) shows that there is a positive relationship

between self-concept and the desire for achievement.

Also, Wulandari & Rola's (2004) research on the

relationship of self-concept and achievement

motivation for adolescents who live in orphanages in

Medan City, shows the role of self-concept on

achievement motivation is very large or significant.

The results of the study conducted by Latifah (2018)

also showed that self-concept significantly affected

students' achievement motivation with a contribution

of 33.26%.

2 LITERATURE REVIEW

2.1 Achievement Motivation

According to Mc Clelland in Djiwandono (2008),

Achievement motivation is where a person tends to

struggle to achieve success or choose an activity that

is oriented to success or failure goals. Thus the

achievement motivation comes from within the

individual and not from others so that success in

learning can be achieved. Achievement motivation is

a very important role in achieving success because a

person's success is achieved due to self-motivation, so

that good learning outcome is achieved.

According to Sri Esti (2009), Motivation has

intensity and direction. The intensity of motivation

used for an activity may depend on the magnitude of

the intensity rather than the magnitude of the

direction.

Achievement motivation that is owned by one

person with another certainly different. Several

aspects are used as a measure of high achievement

motivation. This was revealed by McClelland (Rola,

2006) that there are six characteristics of someone

who has a high achievement motivation, among

others.

a. A strong feeling to achieve goals, namely the

desire to complete the task with the best results.

b. Responsible, which can take responsibility for

himself and determine his future, so that what is

said is successfully achieved.

c. Evaluative, which is using feedback to

determine more effective actions to achieve

achievement, the failure experienced does not

make him despair, but as a lesson to succeed.

d. Take the risk of "medium," in the sense that his

actions are in accordance with the limits of his

ability.

e. Creative and innovative, which is able to look

for opportunities and use opportunities to be

able to show their potential.

f. Like challenges, i.e., happy activities that are

competitive and competitive

2.2 Self-concept

Fitts & Warren (Rogers, 2010) states that self-concept

(self-concept) is one's feeling of self-esteem, feeling

of satisfaction as himself, and self-evaluation separate

from the body or its relationship with other things.

Self-Concept (self-concept) is defined as multi-

dimensional, arranged by a system that hierarchically

contains academic Self-Concepts (by supervising

mathematical concepts, languages, etc.) and non-

academic self-concepts which are subdivided into

self-concepts physical, social, and emotional (Byrne

& Shavelson in Muller, 2012).

Fitts (Agustiani, 2009) also suggested that a

person's self-concept is influenced by several factors

as follows.

a. Experiences, especially interpersonal

experiences, that give rise to positive feelings

and valuable feelings.

b. Competence in an area that is valued by

someone and others.

c. Self-actualization, or implementation and

realization of true personal potential.

Brooks and Philip Emmert (Rachmat, 2005)

explain the characteristics of someone who has a

positive Self-concept (self-concept) is as follows.

a. Confident in his ability to overcome problems.

b. Feeling equal to others.

c. Receive compliments without shame.

d. Recognizing that everyone has various feelings,

desires, and behaviors that are not all agreed

upon by the community.

e. Able to improve himself because he can express

aspects of his personality that he does not like

and try to change it.

2.1. Effect of Self-concept

(Self-concept) on Achievement

Motivation

Self-Concept (self-concept) develops along with the

growth experienced by someone. Therefore, if the

development of a normal child, then the self-concept

owned since childhood must be replaced by a new

self-concept and in line with various kinds of

ICBEEM 2019 - International Conference on Business, Economy, Entrepreneurship and Management

368

discoveries or experiences that have been obtained

(Gunarsa & Gunarsa in Rola, 2006).

Students who are generally in the age range of 18-

22 years are in their late teens (Santrock, 2010). It is

known that culture plays a role in shaping one's self-

concept.

Schultz (1991) says the personality of an adult

individual is a reflection of the understanding they get

about themselves, which Rogers refers to as self-

concept. Self-concept is formed from childhood until

the end of adolescence.

Alwisol (2007) and Dayakisni & Hudaniah (2009)

added that self-concept is the relationship between

attitudes and beliefs and views held by someone

about the characteristics and characteristics that they

have which include their physical dimensions,

weaknesses, intelligence, failure, motivation owned

by himself, and others that refer to his hopes. This is

in accordance with the opinion of Fernald & Fernald

(Rola, 2006: 21), which says that one of the factors

that influence a person's achievement motivation is

his self-concept. If someone considers himself

capable of doing something, then the individual will

try to achieve what he wants. Then Moss & Kagen

(Rola, 2006: 21) also said that a person's self-concept

would influence his desire for achievement.

3 RESEARCH METHODS

This research is a simple quantitative regression study

with independent variables Self-Concept (X) and

achievement motivation as the dependent variable (Y

). The study population was all students in the 2017/

2018 school year with a total of 250 people, and the

number of selected research sampling was 142 people

based on Sugiyono's table (2015).

4 RESULTS AND DISCUSSION

Table 1. Results of Regression analysis

Model Unstandardize

d Coefficients

t Sig.

B Std.

Error

(Constant) 40 898 5,920 6,909 .000

TKD

.062

8,078 .000

.504

The research results have answered the purpose of

research that is generally concluded that no

significant effect of self-concept on achievement

motivation in students majoring FEB-based

management KKNI UPN "Veteran" Yogyakarta, and

specifically concluded that aspects of self-concept

have a significant and linear effect on achievement

motivation, with a regression equation with a

significance of 0,000

Ŷ = 40,898 + 0.504 X (1)

These findings are in accordance with the opinion

of Fernald & Fernald (Rola, 2006) which says that

wrong one factor that influences a person's

achievement motivation is the self-concept that is

owned by an individual, if the individual considers

himself capable of doing something then the

individual will try to achieve what he wants. That is

when someone feels himself capable of carrying out

a particular task or activity, he will try to achieve

achievement. This is reinforced by the opinion of

Moss & Kagen (Calhoun & Acocella, 1990), which

also says that one's self-concept will influence his

desire to excel.

The opinion above is also strengthened by

Pudjijogoyanti (1995), which states that self-concept

or self-evaluation will motivate achievement of an

achievement. In addition, self-concept also has a role

in directing all behavior. The role is shown by the fact

that every individual always tries to get a balance in

himself, always holding on to what is obtained in life

experiences and always fulfilled the need to achieve

achievement.

In accordance with the findings of Latifah (2018)

also showed that self-concept significantly influences

student achievement motivation. This implies that in

the future, both teachers and parents can try to

encourage students/children to have positive self-

concepts so that they can encourage children to

advance.

Based on the opinions and results of the research,

theoretically, the self-concept possessed by students

will influence achievement motivation in these

students, so that the results of this study show the

truth of the theory.

5 CONCLUSION

Based on the conclusions of the data analysis

conducted, it can be concluded that the aspect of self-

concept as an independent variable influences

achievement motivation with a magnitude of

regression coefficient of 0.504 in the direction of

positive influence. This proves that student self-

concept has a significant and linear effect on

achievement motivation. The better and higher self-

concept in students will be followed by an increase in

student achievement motivation and vice versa.

The Effect of Self-concept against Student Achievement Motivation in the Department of Management based on KKNI

369

For UPNVY FEB management students in an

effort to achieve optimal and more advanced learning

achievement, it is recommended to have a positive

Self-concept, because with positive self-concept

students will be more confident in their ability to

overcome problems, feel equal to others, not ashamed

and accustomed to getting praise, aware that everyone

has a variety of feelings, desires, and behaviors that

are not all liked by the community, able to improve

themselves because he is able to express aspects of

personality that he dislikes and try to change.

For lecturers, they should be more intent on

encouraging students so that they are active in

learning if there is a need for rewarding programs for

outstanding students can certainly increase student

motivation.

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