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    Uji Autokorelasi

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    ratni ayu
    This document contains statistical analysis of the relationship between emotional intelligence, learning motivation, and academic achievement. It shows that emotional intelligence and learning motivation can predict 7% of the variance in academic achievement. Learning motivation significantly predicts academic achievement, while emotional intelligence does not. The ANOVA results show that the regression model is statistically significant in predicting academic achievement.

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    Uji Autokorelasi

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    ratni ayu
    34 views2 pages
    This document contains statistical analysis of the relationship between emotional intelligence, learning motivation, and academic achievement. It shows that emotional intelligence and learning motivation can predict 7% of the variance in academic achievement. Learning motivation significantly predicts academic achievement, while emotional intelligence does not. The ANOVA results show that the regression model is statistically significant in predicting academic achievement.

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    5. UJI AUTOKORELASI

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    This document contains statistical analysis of the relationship between emotional intelligence, learning motivation, and academic achievement. It shows that emotional intelligence and learning motivation can predict 7% of the variance in academic achievement. Learning motivation significantly predicts academic achievement, while emotional intelligence does not. The ANOVA results show that the regression model is statistically significant in predicting academic achievement.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    34 views2 pages

    Uji Autokorelasi

    Uploaded by

    ratni ayu
    This document contains statistical analysis of the relationship between emotional intelligence, learning motivation, and academic achievement. It shows that emotional intelligence and learning motivation can predict 7% of the variance in academic achievement. Learning motivation significantly predicts academic achievement, while emotional intelligence does not. The ANOVA results show that the regression model is statistically significant in predicting academic achievement.

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    Variables Entered/Removeda

    Variables Variables
    Model Entered Removed Method
    1 Kecerdasan_Em . Enter
    osional,
    Motivasi_Belajar
    b

    a. Dependent Variable: Prestasi_Belajar


    b. All requested variables entered.

    Model Summaryb
    Adjusted R Std. Error of the
    Model R R Square Square Estimate Durbin-Watson
    1 .265a .070 .064 13.46198 1.713
    a. Predictors: (Constant), Kecerdasan_Emosional, Motivasi_Belajar
    b. Dependent Variable: Prestasi_Belajar

    ANOVAa
    Model Sum of Squares df Mean Square F Sig.
    1 Regression 4094.408 2 2047.204 11.296 .000b
    Residual 54367.442 300 181.225
    Total 58461.850 302
    a. Dependent Variable: Prestasi_Belajar
    b. Predictors: (Constant), Kecerdasan_Emosional, Motivasi_Belajar

    Coefficientsa
    Standardized
    Unstandardized Coefficients Coefficients
    Model B Std. Error Beta t Sig.
    1 (Constant) 25.537 5.999 4.257 .000
    Motivasi_Belajar .295 .100 .201 2.952 .003
    Kecerdasan_Emosional .136 .102 .091 1.341 .181
    a. Dependent Variable: Prestasi_Belajar
    Residuals Statisticsa
    Minimum Maximum Mean Std. Deviation N
    Predicted Value 37.5164 62.6512 52.8960 3.68207 303
    Residual -38.68893 37.51212 .00000 13.41733 303
    Std. Predicted Value -4.177 2.649 .000 1.000 303
    Std. Residual -2.874 2.787 .000 .997 303
    a. Dependent Variable: Prestasi_Belajar

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