Melola Discovery

← Melola Discovery

Akses terbuka Jurnal

Academic Flow in Higher Education: The Contribution of Self-Compassion and Study Habits

Tekno - Pedagogi : Jurnal Teknologi Pendidikan · Vol. 16 No. 1 (2026) · hlm. 198–208

ISSN
2715-7415, 2088-205X
Terbit
2026-02-22
Penerbit
Program Magister Teknologi Pendidikan Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Academic flow is an optimal psychological state characterized by intense concentration, intrinsic motivation, and deep engagement in learning activities, which is essential for meaningful learning in higher education. However, many university students experience difficulties in maintaining sustained engagement amid increasing academic demands. This study aimed to examine the influence of self-compassion and study habits on academic flow among fifth-semester undergraduate students at the Faculty of Education, Universitas Negeri Yogyakarta. A quantitative correlational design was employed with a sample of 323 students selected through proportionate random sampling. Data were collected using validated scales of self-compassion, study habits, and academic flow, and analyzed through multiple and simple linear regression techniques. The findings revealed that self-compassion and study habits simultaneously have a significant influence on academic flow, explaining 12.5% of its variance. Partially, self-compassion explains 6.3%, while study habits explain 8.2% of the variance in academic flow. These findings demonstrate that academic flow is shaped by both internal psychological resources and structured learning behaviors. The study provides empirical evidence for integrating emotional resilience development and adaptive study strategies in instructional practices to enhance student engagement and optimize learning outcomes in higher education.

Kata kunci

Jaringan kolaborasi para penulis

28 penulis · 74 tautan kepenulisan bersama · 11 lintas organisasi

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Yogyakarta State University
  • Universitas Ahmad Dahlan
  • Thaksin University
  • Bandung Institute of Technology
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Ali MustadiYogyakarta State University4
Ika MaryaniUniversitas Ahmad Dahlan2
N. N. HusnaUniversitas Ahmad Dahlan1
R. VahechartThaksin University1
Widya Juwita SariAfiliasi tidak diketahui1
Chici PratiwiAfiliasi tidak diketahui1
Adi AtmokoAfiliasi tidak diketahui1
Agnestasia Ramadhani PutriAfiliasi tidak diketahui1
Siti Eshah binti MokshienAfiliasi tidak diketahui1
Edi PurwantaAfiliasi tidak diketahui1
Agungbudiprabowo AgungbudiprabowoAfiliasi tidak diketahui1
Vera Yuli ErvianaAfiliasi tidak diketahui1
Noven KusainunAfiliasi tidak diketahui1
Laila FatmawatiAfiliasi tidak diketahui1
Andi WahyudiBandung Institute of Technology1
İnsih WilujengYogyakarta State University1
Yusinta Dwi AriyaniAfiliasi tidak diketahui1
Dhina Puspasari WijayaAfiliasi tidak diketahui1
Istiqomah IstiqomahAfiliasi tidak diketahui1
Yuli NurmalasariAfiliasi tidak diketahui1
Suwarjo SuwarjoAfiliasi tidak diketahui1
Ahmad Chandra JayaAfiliasi tidak diketahui1
Syaninda Putri Asyifa SiregarAfiliasi tidak diketahui1
Ismarini Bekti SetianiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/pedagogi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Academic Flow in Higher Education: The Contribution of Self-Compassion and Study Habits</dc:title>
	<dc:creator xml:lang="en">Yusran, Naufal</dc:creator>
	<dc:creator xml:lang="en">Wangid, Muhammad Nur</dc:creator>
	<dc:creator xml:lang="en">Sabtana, Fayruziyah Ifroch</dc:creator>
	<dc:creator xml:lang="en">Ramadhan, Angela Putri</dc:creator>
	<dc:subject xml:lang="en">Academic Flow</dc:subject>
	<dc:subject xml:lang="en">Self-compassion</dc:subject>
	<dc:subject xml:lang="en">Study Habits</dc:subject>
	<dc:subject xml:lang="en">University Students</dc:subject>
	<dc:description xml:lang="en">Academic flow is an optimal psychological state characterized by intense concentration, intrinsic motivation, and deep engagement in learning activities, which is essential for meaningful learning in higher education. However, many university students experience difficulties in maintaining sustained engagement amid increasing academic demands. This study aimed to examine the influence of self-compassion and study habits on academic flow among fifth-semester undergraduate students at the Faculty of Education, Universitas Negeri Yogyakarta. A quantitative correlational design was employed with a sample of 323 students selected through proportionate random sampling. Data were collected using validated scales of self-compassion, study habits, and academic flow, and analyzed through multiple and simple linear regression techniques. The findings revealed that self-compassion and study habits simultaneously have a significant influence on academic flow, explaining 12.5% of its variance. Partially, self-compassion explains 6.3%, while study habits explain 8.2% of the variance in academic flow. These findings demonstrate that academic flow is shaped by both internal psychological resources and structured learning behaviors. The study provides empirical evidence for integrating emotional resilience development and adaptive study strategies in instructional practices to enhance student engagement and optimize learning outcomes in higher education.</dc:description>
	<dc:publisher xml:lang="en">Program Magister Teknologi Pendidikan Universitas Jambi</dc:publisher>
	<dc:date>2026-02-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/pedagogi/article/view/53492</dc:identifier>
	<dc:source xml:lang="en">Tekno - Pedagogi : Jurnal Teknologi Pendidikan; Vol. 16 No. 1 (2026): Tekno-Pedagogi; 198-208</dc:source>
	<dc:source>2715-7415</dc:source>
	<dc:source>2088-205X</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/pedagogi/article/view/53492/24086</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Naufal Yusran, Muhammad Nur Wangid, Fayruziyah Ifroch Sabtana, Angela Putri Ramadhan</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>