Journal An-Nafs: Kajian Penelitian Psikologi

Self-Efficacy, Religiosity, and Social Support with Undergraduate Students' Self-Regulated Learning in Distance Learning

2024-01-02T06:45:39+07:00

The existence of a pandemic has limited all sectors of activity, one of which is the education sector. In March 2020, distance learning began to be implemented in Indonesia, where students experienced problems during the implementation. The sample was undergraduate students participating in distance learning. This study used quantitative research with the correlational research design with multiple regression analysis involving 408 students participating in distance learning. The motivated Strategy for Learning Questionnaire (MSLQ) was used to measure self-regulated learning, the General Self-Efficacy Scale (GSES) was used to measure self-efficacy, the Centrality of Religiosity Scale (CRS) was used to measure religiosity, and the parental social support compiled by Fitrotin was used to measure parental social support. Data analysis used linear regression. The results of the study revealed that self-efficacy, religiosity, and parental social support had a relationship with self-regulated learning. This is indicated by a positive Beta = 8.590, a p-value of 0.001 (p <0.005), a regression (F value) of 97.176, and an effective contribution to self-regulated learning of 41.9%. Programs to increase self-efficacy, religiosity, and parental social support are very important to increase self-regulated learning.

Religious Commitment and Gratitude as a Strategy for Promoting Student Mental Health

2024-01-02T06:45:38+07:00

Despite global students' mental health problems being prevalent, adequate attention and resources to treat mental health problems are still lacking. Meanwhile, several studies found that religious commitment and gratitude can play an essential role in addressing the issue of mental health problems. This study explored religious commitment to promote mental health and gratitude as moderating variables to address this gap. This study used the Brief Scale of Mental Health 12, the General Mental Health Questionnaire (GHQ-12), the Gratitude Resentment and Appreciation Test (GRAT), and the Religious Commitment Inventory (RCIâ€“10) scales. Data were taken from 320 students of four state Islamic Universities in East Java, Indonesia. This study utilized descriptive and regression analysis techniques. The result of the data analysis demonstrated three main findings as follows. First, the students had a high level of mental health. Second, religious commitment positively affected mental health. Third, gratitude could become a variable that strengthens the relationship between religious commitment and mental health. Research implication in education is attempting to improve mental health among students not merely on the religious commitment but also on emphasizing systematic ways to develop gratitude in students' daily lives as a moderator that plays a role in maintaining the relationship between mental health and religious commitment. This study was based solely on a quantitative approach; therefore, a mixed-method model is recommended for further investigation to understand the process of improving mental health through religious commitment and students' gratitude better.

Psychometric Evaluation of the Warwick-Edinburgh Mental Well-Being Scale on Indonesian Students

2024-01-03T19:24:22+07:00

Identification of mental health at the university is an important issue. This study aims to evaluate the psychometric performance of the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) as an instrument for assessing the mental health of students in Indonesia. The WEMWBS scale has validation in the UK, France, Norway, Spain, and China in various populations, and there needs to be clarity about the Indonesian version of the psychometric characteristics of WEMWBS in the student population. Four hundred twenty-three students from universities in Indonesia participated in this research. Internal consistency and scale factorial validity were examined after using the Indonesian version. All data analyses done by using SPSS version 23. The Indonesian version of WEMWBS showed high internal consistency (0.90). The results of the confirmatory analysis showed that only thirteen items could be grouped into one factor. between the Indonesian version of WEMWBS and the other scale. The findings of this study are essential for measuring students' mental health. These results can provide a reliable tool for evaluating mental health for students and have important implications for developing interventions in health promotion at the university.

The Effect of the Individualized Education Program on Early Reading Ability for Special Needs Students Based on Reading Interest in Inclusive Elementary Schools

2024-01-02T06:45:34+07:00

This study aims to examine the effect of the Individualized Education Program (IEP) on early reading ability of students with special needs in Inclusive Elementary Schools in Magetan Regency based on reading interest. This study used 2 x 2 factorial design with pre-test and post-test control group design. The samples were selected using a cluster random sampling technique; 35 students were selected as experimental group members, while 37 were selected as control group members. Reading interest scale was used to measure the reading interest of students, and early reading ability was measured using early reading ability test. Two-way ANOVA was used to analyse the hypothesis. The test was performed with a multiple comparison test using Scheffe's method. The results show that (1) there are differences in the early reading ability of students with special needs who are taught by applying the IEP and those who are not; (2) there are differences in the early reading ability of students with special needs between groups of students with high reading interest and low reading interest; (3) there is an interaction between the application of IEP and reading interest in improving the early reading ability of students with special needs.

The Impact of Religiosity and Social Support on Psychological Well-Being among Tahfidz Students

2024-01-02T06:45:36+07:00

High school students who memorize Al-Qur'an face challenges maintaining their psychological well-being while memorizing Al-Qur'an and attending school activities. This study aims to determine the relationship between religiosity and social support with psychological well-being in high school students who memorize the Qur'an. The research subjects were 103 students (mean age 16.41) who were in the process of memorizing 30 chapters of the Qurâ€™an at SMA IT Abu Bakar and SMA IT Baitussalam Yogyakarta. The sampling technique used was convenience sampling. Data collection was carried out using three scales: psychological well-being scale (Î±=0.904), religiosity scale (Î±=0.892), and social support scale (Î±=0.092), all of which were modified. The multiple regression data analysis revealed a significant relationship between religiosity and social support with the psychological well-being of high school students who memorize the Qur'an. The simultaneous effective contribution of two independent variables to psychological well-being is 52.6%. The partial contribution of religiosity is 26.9%, and the partial contribution of social support is 25.7%. These results can be a baseline for schools to develop support for memorizing the Qur'an in terms of facilities, training, and mentoring to increase students' religiosity and psychological well-being.

Mindfulness and Academic Resilience of Suburban High School Students

2024-01-02T06:45:37+07:00

Being a suburban high school student is complicated. They must overcome numerous challenges, obstacles, and risks to fulfil their role as high school students. High school students need more facilities and infrastructure to develop their full potential, which can result academic setbacks. Academic resilience and mindfulness are two factors that can assist individuals in avoiding experiencing setbacks during the learning process. This study aimed to examine the correlation between mindfulness and academic resilience among suburban high school students. The research employed a quantitative method and correlational design. The study utilized the incidental sampling technique in which the sample comprised of 535 suburban high school students in Semarang Regency. The employed research instruments were the Five Facet Mindfulness Questionnaire (FFMQ) (Î± = .914) and the Academic Resilience Scale (ARS-30) (Î± = .958). The data were analysed using Spearman's Rho correlation test. The study demonstrated weak significant positive correlation between mindfulness and academic resilience (r = .162 and sig = .000). This demonstrated that mindfulness was one of the factors associated with increased academic resilience among suburban high school students.

The Role of Self-Esteem and Life Satisfaction on University Students’ Engagement

2024-01-03T19:24:16+07:00

Student engagement in academic and non-academic activities on campus is very important for student success in academic and social fields. Self-esteem and life satisfaction have a role in increasing student engagement. This research aims to determine the extent of the simultaneous role of self-esteem and life satisfaction in the student engagement of active university students in Bandung City. The respondents of this research were 397 active university students in Bandung City. The measurement tool used to measure student engagement was USEI (University Student Engagement Inventory). The Rosenberg Self-Esteem Scale (RSES) was used to measure self-esteem, while the Satisfaction with Life Scale (SLWS) was used to measure life satisfaction. The statistical analysis technique used was Multiple Regression to calculate the simultaneous role of life satisfaction and self-esteem on student engagement. The data processing results showed that life satisfaction and self-esteem simultaneously or partially play a positive role in university studentsâ€™ engagement. When university students have self-esteem and life satisfaction together, their role in student engagement is greater than their respective roles in student engagement. Apart from that, self-esteem plays a bigger role than life satisfaction toward student engagement. Practically, parents and lecturers can provide experiences that support the development of university students' self-esteem and satisfaction with their lives so that it can increase student engagement.

Emotion Regulation Difficulties as a Mediator in Islamic Religious Coping for Problematic Internet Use

2024-01-02T06:45:30+07:00

Secondary problems as a result of internet use are becoming common at young age. Research related to factors that influence internet problems continues to be carried out to develop internet problem strategies such as Islamic religious coping and emotion regulation difficulties. The purpose of this study is to identify the effect of Islamic religious coping on problematic internet use (PIU) with emotion regulation difficulties as a mediating variable. This study used a quantitative approach with 304 Muslim undergraduate students in Indonesia as respondents. The measuring instruments used were Iranian Religious Coping (IRCOPE), Difficulties in Emotion Regulation Scale-18 (DERS-18), and Generalized Problematic Internet Use Scale 2 (GPIUS 2), which had been adapted into the Indonesian language. The results of the path analysis technique showed an effect of Islamic religious coping on emotion regulation difficulties and problematic internet use. However, there was no effect of Islamic religious coping on problematic internet use. This indicates that emotion regulation difficulties can fully mediate the correlation between Islamic religious coping and problematic internet use.

Promoting Resilience in Adolescents from Divorced Family: The Role of Social Support and Self-Efficacy

2024-01-02T06:45:28+07:00

Divorce can be a tumultuous experience for adolescents; social support and self-efficacy are recognized as crucial factors in helping them navigate the challenges. Resilience, which pertains to an individual's ability to adapt positively to adversity, is essential during this transitional period. This research delves into the evolving understanding of how social support impacts resilience in adolescents from divorced families, with self-efficacy as a mediator. The research involved 400 respondents (318 females and 82 males) aged 15-21 from divorced families. Data were collected using the Resilience Scale (12 items, ), General Self Efficacy Scale (10 items, , and Social Provisions Scale (26 items, . The data analysis techniques applied in this study were descriptive, correlational, and regression-based mediating analyses. The mediating analysis used the PROCESS syntax in IBM SPSS. This study showed that social support increased resilience in adolescents from divorced families, and self-efficacy mediates social support and resilience. This study confirmed that self-efficacy partially mediates social support and resilience in adolescents from divorced families.

Achievement Motivation among Students in Indonesia: What is the Role of Teacher-Student Relations, Peer Relations and Moderation of Collectivist Culture?

2024-01-02T06:45:27+07:00

Although there is much research related to students' achievement motivation, there is still very little research involving social relations at schools and the role of culture in these studies. This research analyses the relationship between teacher-student relations, peer relations, and achievement motivation, as well as whether collectivist culture moderates the relationship between teacher-student and peer relations on achievement motivation. Data was collected using a questionnaire adapted from the Student Teacher Relationship Scale (STRS), the Quality of Relationships Inventory (QRI) Scale, the Individualism-Collectivism Scale (ICS), and an achievement motivation scale. Data analysis used multiple regression analysis and the F. Hayes moderation test. An unexpected finding from this research is that the collectivist culture does not significantly moderate the relationship between teacher-student relations and achievement motivation; the collectivist culture does not significantly moderate the relationship between peer relations and achievement motivation, even though collectivist culture should have a strengthening effect on social relations of achievement motivation. The research results provide essential findings; namely, there is an indication of the transformation of cultural dimensions in the Z Generation who were participants in this research, so that the cultural dichotomy of individualism and collectivism becomes meaningless in the relationship among teacher-student relations and peer relations with achievement motivation. This research provides essential information on the development of science and future researchers to conduct a more comprehensive study of the dichotomy of the cultural dimensions of individualism and collectivism by involving two countries with different cultural backgrounds because cultural transformation is possible.