Pembentukan Task Commitment Mahasiswa Underachiever Berkecerdasan Sangat Tinggi dalam Mengikuti Pembelajaran Daring

Abstract

ABSTRAK This qualitative study aims to determine the dynamics of factors forming underachiever students' task commitment in online learning. Data is collected using semi structured interview involving two informans identified as underachiever students with very high IQ. Results shows the factors forming underachiever students' task commitment are divided into: 1) Inhibiting factors, i.e.: standards ambiguity and inappropriate parental supports, negative emotional states, excessive free time, limited ablities, academic self-efficacy, views about task eliciting lack of motivation that inhibiting task commitment; 2) Strengthening factors involving: learning atmosphere and time flexibility, academic resilience, positive emotional state, appropriate family support, peer group support, independence, and view about task difficulty or interest on task. The implication of this study is that lecturers should assign appropriate level of task difficulty, consider the proportion of task types and build a learning atmosphere that allows social support from groups, as well as provide psychoeducation about developing self-regulated learning.