Hubungan antara Flow Akademik dengan Student Engagement pada Mahasiswa
The Relationship between Academic Flow and Student Engagement among University Students
Student engagement merupakan keterlibatan mahasiswa dalam proses pembelajaran yang mencakup aspek perilaku, emosional, dan kognitif, sedangkan flow akademik menggambarkan pengalaman belajar optimal yang ditandai oleh konsentrasi tinggi, minat, dan kenikmatan intrinsik. Penelitian ini bertujuan untuk mengetahui hubungan antara flow akademik dengan student engagement pada mahasiswa S1 Psikologi Universitas Negeri Surabaya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional dan dilaksanakan di Program Studi Psikologi, Fakultas Psikologi, Universitas Negeri Surabaya. Subjek penelitian berjumlah 332 mahasiswa S1 Psikologi Universitas Negeri Surabaya yang dipilih menggunakan teknik simple random sampling. Pengumpulan data dilakukan melalui penyebaran kuesioner secara online menggunakan Google Form. Variabel flow akademik diukur menggunakan adaptasi skala EduFlow-2, sedangkan variabel student engagement diukur menggunakan adaptasi University Student Engagement Inventory (USEI). Analisis data dilakukan menggunakan korelasi Spearman. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara flow akademik dan student engagement dengan koefisien korelasi sebesar ρ = 0,564 dan nilai signifikansi p < 0,001. Temuan ini mengindikasikan bahwa semakin tinggi pengalaman flow akademik yang dialami mahasiswa, semakin tinggi pula tingkat keterlibatan akademik mahasiswa. Simpulan penelitian ini menunjukkan bahwa flow akademik merupakan faktor psikologis yang berkaitan dengan student engagement. Penelitian selanjutnya disarankan untuk menggunakan desain penelitian yang berbeda serta mempertimbangkan variabel lain yang berpotensi memengaruhi student engagement.
Student engagement refers to students’ involvement in the learning process, encompassing behavioral, emotional, and cognitive aspects, while academic flow describes an optimal learning experience characterized by high concentration, interest, and intrinsic enjoyment. This study aimed to examine the relationship between academic flow and student engagement among undergraduate Psychology students at Universitas Negeri Surabaya. This study employed a quantitative approach with a correlational design and was conducted in the Psychology Study Program, Faculty of Psychology, Universitas Negeri Surabaya. The participants consisted of 332 undergraduate Psychology students selected using a simple random sampling technique. Data were collected through an online questionnaire distributed via Google Forms. Academic flow was measured using an adapted version of the EduFlow-2 scale, while student engagement was measured using an adapted version of the University Student Engagement Inventory (USEI). Data were analyzed using Spearman’s correlation. The results indicated a positive and significant relationship between academic flow and student engagement, with a correlation coefficient of ρ = 0.564 and a significance value of p < 0.001. These findings indicate that higher levels of academic flow experienced by students are associated with higher levels of academic engagement. The conclusion of this study suggests that academic flow is a psychological factor related to student engagement. Future research is recommended to employ different research designs and to consider other variables that may potentially influence student engagement.