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JURNAL

SOSAINS

JURNAL SOSIAL DAN SAINS

VOLUME 4 NOMOR 2 2024

P-ISSN 2774-7018, E-ISSN 2774-700X

THE ROLE OF CHALLENGES IN MEDIATING BOREDOM'S

INFLUENCE ON CAREER ASPIRATIONS

Ni Komang Diah Permata Sari, I Gusti Made Suwandana

Universitas Udayana, Indonesia

Email: diah[email protected], gu[email protected]

Keywords:

Challenges,

Boredom, Career

Aspirations

ABSTRACT

Background: Career aspirations play a key role in guiding individuals toward their

future goals. These career aspirations become an important part of a student's journey

during their studies and will develop over time.

Purpose: The purpose of this study was to determine the role of challenges in mediating

the influence of boredom on career aspirations

Method: The research method used is the simple random sampling method. Interviews

and the distribution of questionnaires carried out data collection. The data analysis

technique used in this study is path analysis with SPSS

Results: The results of this study show that boredom and challenges have a significant

negative effect on career aspirations, boredom has a significant positive effect on

challenges, and challenges mediate the influence of boredom on career aspirations. The

implications of this study theoretically support the findings of previous research results

Conclusion: The practical implications of the Management Study Program, Faculty of

Economics and Business, Udayana University are to increase students' career aspirations

by paying attention to the challenges and boredom felt by students

INTRODUCTION

Education is a means of improving human resources, especially the Indonesian

generation (Fitriana, Yusuf, Megaiswari, & Afdal, 2021). Through education, it is hoped

that there will be changes in the students who are educated, where the expected changes

are that students can develop their potential optimally so that they can achieve perfect self-

independence in the future (Sari, Yusuf, Iswari, & Afdal, 2021).

Career aspiration by Nadeem & Khalid, (2018) is expressed as an individual's desire

to have a job or be chosen in their field. High career aspirations are assumed to trigger

individuals to exercise self-regulation in achieving desired career goals and ultimately lead

to positive consequences (Sawitri & Dewi, 2018).

Interviews with several Unud Management students class of 2020 stated that

currently students feel still confused about their career goals for fear of repeating the

boredom that occurred during the lecture period. The trigger is boredom and saturation with

monotonous learning methods and students admit that they do not feel suitable for the tasks

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during lectures with their abilities. So that challenges and boredom become the basis for

when students want to determine their career direction.

Krannich et al., (2022) stated that boredom has a negative and significant effect on

career aspirations. The same findings are also presented in the research of (Tamrin, Hasan,

& Jannang, 2020). Masturina's research, (2018) states that challenges have a significant

effect on career aspirations. The best comparison with research conducted by Purnama,

Wahyuni, & Ekawati, (2019) which shows that there is no relationship between challenges

and boredom in determining future career planning. The exposure of the background of the

problem shows a difference in research results (research gap) from one study to the

previous study, so this research was carried out again.

Hypotheses that can be formulated based on the problems described in the

background and findings in previous research, including:

H1: Boredom negatively and significantly affects career aspirations

H2: Boredom has a positive and significant effect on challenges

H3: Challenges negatively and significantly affect career aspirations

H4: The challenge of mediating boredom's influence on career aspirations

RESEARCH METHODS

This research was conducted at the Bachelor of Management Study Program, Faculty

of Economics and Business, Udayana University with a quantitative approach and

associative causality method to analyze and discover how the role of challenges as

mediating variables for boredom in influencing career aspirations (Sugiono, 2019). This

research was conducted because there were problems with the career aspirations of Unud

Management students class of 2020 which were allegedly caused by boredom during the

lecture period. 290 students constitute the population, with the sample used being active

students as many as 168 people using the Slovin formula in determining the sample.

Research data is primary data through interviews and questionnaire distribution. Variable

measurement uses several indicators, so the results of questionnaire data need to be tested

for feasibility through validity and reliability instrument tests. The results of the

questionnaire in the form of data were measured using a Likert scale with a range of 1 to

five with provisions 1 strongly disagree to 5 strongly agree. Path analysis, classical

assumption test, and sobel test were used to analyze questionnaire data obtained with the

help of SPSS software version 25 (Hadi Ismanto & Pebruary, 2021).

The Role of Challenges in Mediating Boredom's

Influence on Career Aspirations

2024

Ni Komang Diah Permata Sari, I Gusti Made Suwandana

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RESULTS AND DISCUSSION

Table 1. Characteristics of Respondents

Variabel

Klasifikasi

Total

Persentase (%)

Gender

Total

Law – Law

Woman

102

168

39,3

60,7

100

Age

Total

21 Years

22 Years

168

45,9

54,1

100

Specialization

Total

Human Resources

Marketing

Finance

Operation

168

32,1

38,1

26,8

3,0

100

Source: research primary data, 2023

Table 1. Describe the characteristics of respondents. When viewed by gender, it

shows data related to female students dominating with a percentage of 60.7 percent. Age-

based characteristics show that 22-year-old respondents dominate with a percentage of 54.1

percent. Respondents with marketing interest are the majority with a percentage of 38.1

percent.

A correlation coefficient value of ≥ 0.3 indicates that the instrument is valid.

Indicators of challenge, boredom, and career aspiration all obtained a correlation

coefficient of validity test results above 0.3, meaning that they have met the criteria and are

feasible to be used to measure these variables in research. A Cronbach Alpha greater than

0.60 means the measuring instrument is consistent and trustworthy. Boredom has a value

of 0.785, challenge 0.795 and career aspiration 0.726, this means that reliability

requirements have been met.

The boredom variable with a fairly good average of 3.26 with the statement "I follow

the learning process only to fill in absences (Y3)" gets the highest average of 3.36 including

good criteria. The statement "I feel my grades are declining during the learning process"

obtained the lowest average of 3.16 and included sufficient criteria. The average score of

3.45 belongs to the Challenge which belongs to the good category. The highest score of the

challenge indicator was the statement "I find it difficult to do tasks that are not within my

ability", with the average including good criteria. The statement "I don't feel challenged

doing tasks that are too easy" 3.32 has the lowest average score which is a good enough

criterion.

Career aspirations have an average score of 3.06 and belong to the category of quite

good. The statement "I'm still not focused on the talent I have" has the highest average of

3.10 and belongs to the moderately category. The lowest average value statement is "I have

not been able to cultivate the mindset I have related to my advanced career" with an average

score of 2.99 and included in the criteria of good enough.

Table 2. Results of Regression Analysis on Sub-structural 1

Model

Unstandardized Coefficients

Standardized

Coefficients

Sig.

Std. Error

Beta

(Constant)

Boredom

1,159

,427

2,716

,007

,939

,041

,871

22,789

,000

= 0,758

F Statistik = 519,331

Sig F = 0,000

Source: primary data processed, 2023

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Sub-structural equation 1 is prepared based on the regression analysis in Table 2 set

forth in the following formula.

Z = β1X + e1…………………………………………..(1)

Z= 0,871X + e

The structural equation if interpreted as the boredom variable has a coefficient of

0.871 means that boredom has a positive direction of influence on challenges, meaning that

if the boredom increases then the challenge will increase, and vice versa.

Table 3 Results of Regression Analysis in Sub-structural 1

Model

Unstandardized Coefficients

Standardized

Coefficients

Sig.

Std. Error

Beta

(Constant)

Boredom

Tantangan

20,580

,656

31,381

,000

-,268

,126

-,232

-2,130

,035

-,551

,117

-,514

-4,722

,000

= 0,526

F Statistik = 91,523

Sig F = 0,000

Source: primary data processed, 2023

Sub-structural equation 1 is prepared based on the regression analysis in Table 2

outlined in the following formula.

Y = β2X + β3ZM + e2…………………………………...(2)

Y= -0,232X + -0,514Z + e

The structural equation if interpreted is that the boredom variable has a negative

influence on career aspirations, meaning that if boredom increases then career aspirations

will decrease, and vice versa. The challenge variable has a coefficient of -0.514. This means

that challenges have a negative influence on career aspirations, or when challenges

increase, career aspirations will decrease, and vice versa.

Table 4 Direct Influence and Indirect Influence of Research Variables

Influence of

Variables

Direct

Influence

Indirect Influence Through

challenges (Z) (b1 x b3)

Total

Influence

X-Y

-0,232

0,119

0,990

X-Z

0,871

Z-Y

-0,514

Table 4 shows a summary of the results of path analysis techniques used to obtain

the results of each path in each structural equation. Based on these findings, boredom has

a direct influence on career aspirations with a value of -0.232; Boredom has a direct effect

on the challenge with a value of 0.871; challenges have a direct effect of -0.514 on career

aspirations; Boredom on career aspirations has an indirect effect with a value of 0.119. The

total influence of boredom on career aspirations of 0.990 is greater than its direct influence,

meaning that the influence of boredom on career aspirations would be better if using

challenge mediating variables.

The Role of Challenges in Mediating Boredom's

Influence on Career Aspirations

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Ni Komang Diah Permata Sari, I Gusti Made Suwandana

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Source; Primary Data Processed, 2023

Figure 1. Path Analysis Model

The calculation of the total coefficient of determination value is obtained as much as

0.885. This means that 88.5 percent of career aspiration variables are influenced by

boredom and challenge variables, while the remaining 14.5 percent is explained by other

factors not included in the model. Figure 1. Shows the value of the path coefficient of each

influence between variables in the study.

The One-Sample Kolmogorv-Smirnov Test was used to determine whether the data

in the study were normally distributed or not. Asymp.sig. (2-tailed) Kolmogorov-Smirnov

0.067 and 0.061 for sub-structural 1 and 2. The value is above the alpha value of 0.05,

meaning that the data in the research model has a normal distribution and passes the

normality test. The results of the multicollinearity test show that the regression model is

free from multicollinearity because it has a tolerance of ≥ 0.10 and a VIF value of ≤ 10.

The results of heteroscedasticity testing give the results of each model having a Sig. value

above 0.05 meaning that the variable is independent of absolute residual and free from

symptoms of heteroscedasticity.

The calculation results obtained a Beta coefficient value of -0.232 with a

significance level of 0.035 ≤ 0.05 which means that H0 is rejected and H1 is accepted. It

shows that boredom has a significant negative effect on career aspirations. So, if the

stronger the boredom, it will have a significant effect on career aspirations. This study

supports Research conducted by Bieleke, Barton, & Wolff, 2021; Krannich et al., 2022;

Tamrin et al., 2020; Westgate & Wilson, 2018; Wolff & Martarelli, (2020) who found that

boredom has a significant and negative effect on career aspirations.

A Beta value of 0.871 with a significance level of 0.000 (≤ 0.05) means that H0 is

rejected and H2 is accepted. This shows that boredom has a significant positive effect on

the challenge. So it can be explained that the stronger the boredom eats will have a

significant effect on the challenge. This supports research conducted by (Keeler et al., 2019;

Krannich et al., 2022; Renninger & Hidi, 2019; Sutarjo, 2014; Ugwu, Onyishi, Ugwu,

Atama, & Ugwu, 2023) with boredom results have a significant and positive effect on

challenges.

The beta value is -0.514 with a significance level of 0.000 (≤ 0.05) which means

that H0 is rejected and H3 is accepted. This shows that challenges have a significant

negative effect on career aspirations. This study supports the research of Aufar, 2019;

Krannich et al., 2022; Sorkkila, Ryba, Selänne, & Aunola, (2020) who stated that

challenges have a significant and negative effect on career aspirations.

The results of the calculation of the direct influence of boredom on career aspirations

-0.232 with a pValue of 0.000 and the indirect influence of boredom on career aspirations

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through a challenge of 0.119 with a pValue of 0.000. This shows that the direct effect of -

0.232 is less than the total effect of 0.119 with a pValue of 0.000, meaning that there is no

problem with the mediating variable, in other words, the challenge is able to have a

mediatic effect on the influence of boredom on career aspirations, so the fourth hypothesis

is accepted.

The theoretical implications of this study support some existing theories and provide

evidence related to social cognitive theory (Social Cognitive Theory) theoretically, where

the social cognitive relationships that occur in this study are in the challenges felt by

individuals. This happens because the challenges in this study help mediate the relationship

that occurs between boredom which influences the career aspirations of Unud Management

students class of 2020. The practical implications of this research are that it contributes

practically to the management of the Unud Management study program in improving the

career aspirations of its students by improving the learning system to make it more

interesting and not boring.

CONCLUSION

Based on the data analysis that has been done, several things can be drawn that are

conclusions, namely boredom has a negative and significant effect on career aspirations,

boredom has a positive and significant effect on challenges, and challenges have a negative

and significant effect on career aspirations, challenges act as a mediation on the influence

between boredom on career aspirations. Career aspirations are better if Boredom is

mediated by challenges, meaning that in an effort to increase career aspirations, the sense

of Boredom must be passed down without forgetting the challenges that are its mediating

variables.

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