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"Penelitian ini bertujuan untuk mengetahui apakah atribusi berperan sebagai mediator dalam hubungan persepsi siswa terhadap penilaian guru dengan self-efficacy siswa dalam pelajaran matematika. Terdapat empat penyebab dalam atribusi yang akan dilihat dalam penelitian ini, yaitu kemampuan, usaha, keberuntungan, dan derajat kesulitan tugas. Data penelitian dikumpulkan melalui kuesioner yang terdiri dari persepsi siswa terhadap penilaian guru, atribusi, dan self-efficacy dalam pelajaran matematika. Kuesioner diisi oleh 330 siswa Sekolah Menengah Pertama (SMP) kelas 7 tiga SMP Negeri di Pontianak dengan teknik pengambilan sampel secara accidental sampling.Hasil penelitian menunjukkan bahwa atribusi siswa pada kemampuan dan usaha pada saat sukses, serta kemampuan saat gagal berperan sebagai partial mediator dalam hubungan persepsi siswa terhadap penilaian guru dengan self-efficacy siswa dalam pelajaran matematika. Hal ini menunjukkan pentingnya pembentukan atribusi yang adaptif untuk meningkatkan self-efficacy siswa.

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The aim of this study is to explore the role of attribution as mediator in the relationship between student's perception of teacher ability evaluation and self-efficacy in mathematics. The causes stem from four attribution categories, namely ability, effort, luck, and task difficulty. The data was collected through self-report questionnaire about student's perception of teacher ability evaluation, self-efficacy in mathematics, and causal ascription for success and failure. The questionnaire is filled by 330 of 7th-grade Junior High School students from three Public Junior High Schools in Pontianak.

Results show that the effect of student's perception of teacher ability evaluation on self-efficacy in mathematics was mediated partially by the ability attribution of success, effort attribution of success and ability attribution of failure. The results indicate the the important role of adaptive attribution to increase self-efficacy."

"Konflik orangtua yang terjadi dipersepsikan oleh anak sebagai sesuatu yang mengancam bagi dirinya dan juga orangtuanya. Pengalaman dengan konflik orangtua dapat membentuk skema relasional yang maladaptif yang menyebabkan individu secara tidak proporsional lebih peka pada diskusi dan argumen yang negatif dan agresif, lebih mungkin mengharapkan permusuhan dan eskalasi konflik selama bertengkar dengan pasangan romantis, melakukan atribusi negatif terhadap tingkah laku pasangan, dan adanya distorsi kognitif yang membenarkan penggunaan tingkah laku agresif (Nelson, 2004). Kemudian, persepsi anak terhadap konflik orangtua juga mempengaruhi keyakinan dan ekspektasinya terkait dengan hubungan di masa depan, sehingga menurunkan self-efficacy in romantic relationship individu. Self-efficacy in romantic relationship ditemukan berhubungan dengan aspek – aspek yang termasuk ke dalam romantic competence (Fincham & Bradbury, 1987; Riggio et al., 2011, 2013; Weiser & Weigel, 2016). Dengan demikian, penelitian ini bertujuan untuk melihat peran mediasi self-efficacy in romantic relationship dalam hubungan antara persepsi anak terhadap konflik orangtua dengan romantic competence. Partisipan pada penelitian ini merupakan 162 laki-laki dan 262 perempuan dewasa awal yang sedang menjalani hubungan romantis dan tinggal bersama dengan kedua orangtua. Hasil analisis statistika regresi menunjukkan bahwa self-efficacy in romantic relationship memediasi secara parsial hubungan antara persepsi anak terhadap konflik orangtua dengan romantic competence dewasa awal (F(2,421) = 114,98, p = <0,01, LLCI= -0,228, ULCI= -0,117 R2 = 0,3533). Hal ini menunjukkan bahwa pengaruh persepsi anak terhadap konflik orangtua pada romantic competence dapat melalui self-efficacy in romantic relationship terlebih dahulu, namun kedua variabel dapat juga berhubungan secara langsung.

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The interparental conflict was perceived by children as a threat for them and also parents. Experiences with interparental conflict have been found to shape a maladaptive relational scheme that leads people to be more disproportionately attended to negative and aggressive discussion or argument, more likely to expect hostility and escalation of conflict during a quarrel with a romantic partner, negative attribution toward partner’s behaviours, and cognitive distortion that justify the use of aggressive behaviour (Nelson, 2004). Also, children’s perception of interparental conflict impacts their belief and expectation about their own relationship in the future, so that reduce their self-efficacy in romantic relationship. Self-efficacy in romantic relationship has been proved related to the aspects included in romantic competence (e.g. Fincham & Bradbury, 1987; Riggio et al., 2011, 2013; Weiser & Weigel, 2016). Therefore, this research aims to see the mediating role of self-efficacy in romantic relationship within the association between children’s perception of interparental conflict and romantic competence. Participant of this study consist of 162 men and 262 women who are currently in a romantic relationship and living together with both parents. The result of this study indicates that self-efficacy in romantic relationship mediates partially the relationship between children’s perception of interparental conflict and romantic competence of emerging adulthood (F(2,421) = 114,98, p = <0,01, LLCI= -0,228, ULCI= -0,117. R2 = 0,3533). This result shows that children’s perception of interparental conflict can either affect romantic competence through self-efficacy in romantic relationship or directly."

"Penelitian ini ditujukan untuk membuktikan apakah prinsip Pajares yang terdiri dari pemberian modeling, attributional feedback dan goal setting dapat meningkatkan self-efficacy subyek penelitian. Penelitian ini merupakan penelitian dengan desain subyek tunggal pada siswa middle childhood. Program diberikan selama 6 hari. Hasil penelitian menunjukkan bahwa terjadi peningkatan self-efficacy matematika pada subyek setelah program diberikan. Program pemberian modeling, attributional feedback dan goal setting mampu meningkatkan self-efficacy matematika pada subyek.

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The objective of this research is to examine whether Pajares Principal which consist of modeling, atributional feedback and goal setting methods can increase the subject's mathematic self-efficacy in this research. This research is conducted using single subject design on middle childhood student. The program was administered for 6 days and the result of this research shows that by providing methods such as modeling, atributional feedback and goal setting can increase the subject's math self-efficacy."

"ABSTRAKEfikasi diri pengambilan keputusan karier diprediksi oleh status identitas. 191 partisipan, yaitu siswa kelas X SMA Negeri dan Swasta yang telah mengambil keputusan peminatan, memberikan respon pada Extended Objective Measure of Ego Identity Status 2 (EOM-EIS 2) yang mengukur status identitas. Partisipan juga memberikan respon pada Career Decision Self-Efficacy – Short Form (CDSE-SF) yang mengukur efikasi diri pengambilan keputusan karier. Dari pengujian hipotesis menggunakan One Way Anova, didapatkan nilai F (3, 187) = 6.319, p < 0.05. Hal ini menunjukkan adanya perbedaan mean efikasi diri pengambilan keputusan karier berdasarkan status identitas siswa kelas X SMA. Dengan kata lain, terdapat hubungan antara status identitas dengan efikasi diri pengambilan keputusan karier. Dari analisis post hoc menggunakan Tukey HSD, didapatkan hasil bahwa mean efikasi diri pengambilan keputusan karier berbeda secara signifikan antara kelompok identity achievement, foreclosure dan identity diffusion. Tidak terdapat perbedaan mean efikasi diri pengambilan keputusan karier berdasarkan usia dan jenis kelamin. Pengembangan penelitian lanjutan serta kepentingan konseling didiskusikan.

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ABSTRACTCareer decision making self-efficacy was predicted by identity status. The 191 participants – tenth grade students who have already made career decision – gave responses to Extended Objective Measure of Ego Identity Status 2 (EOM-EIS 2) which measured identity status. They also gave responses to Career Decision Self- Efficacy – Short Form (CDSE-SF) which measured career decision self-efficacy. Statistical analysis used One Way Anova showed F (3, 187) = 6.319, p < 0.05. It means there is significant difference between mean score of career decision making self-efficacy based on identity status of tenth grade student. In conclusion, there is correlation between identity status and career decision making self- efficacy. Post hoc analysis using Tukey HSD showed significant mean different between mean score career decision making self-efficacy between identity achievement, foreclosure, and identity diffusion. There is no significant mean difference of career decision self-efficacy based on age and gender. Implications for counseling and future research are discussed.""

"Latar belakang penelitian ini adlah terdapat perilaku tidak jujur yaitu mencontek yang terjadi di Fakultas Psikologi Universitas X. Data menunjukkan mahasiswa tahun angkatan 2009 merupakan mahasiswa dengan persentase terbesar menyontek dibandingkan dengan angkatan lain. Berdasarkan wawancara dan observasi banyak mahasiswa yang tidak yakin akan kemampuannya dan menganggap dirinya tidak akan mendapat nilai bagus tanpa menyontek meskipun sudah belajar sebelumnya. Tujuan penelitian ini adalah untuk mengetahui hubungan self efficacy dengan perilaku mencontek mahasiswa Fakultas Psikologi Universitas X angakatan 2009. Populasi penelitian mahasiswa psikologi angkatan 2009 berjumlah 173 orang dengan sampel 44 orang. Pengukuran yang digunakan adalah self efficacy dari Bandura dan alat ukur perilaku mencontek disusun berdasarkan teori Cizek. Analisis pengujian dilakukan dengan rank Spearman dan menunjukkan korelasi negatif yang signifikan sebasar -0,78. Hal ini menunjukkan bahwa semakin tinggi self efficacy mahasiswa maka semakin rendah perilaku menconteknya."

"Indonesia tengah mengalami pergeseran pola penyakit dari penyakit menular menjadi penyakit tidak menular. Hal ini terjadi karena adanya perubahan perilaku masyarakat yang tidak sehat, salah satunya aktivitas fisik yang kurang. Aktivitas fisik yang kurang tidak hanya ditemukan pada dewasa namun juga remaja. Aktivitas fisik yang kurang pada remaja mengakibatkan berbagai masalah kesehatan kedepannya, baik fisik maupun psikis.Penelitian ini bertujuan untuk mengidentifikasi pengaruh manajemen diri terhadap efikasi diri dan perilaku aktivitas fisik siswa SMP Negeri di Jakarta Utara. Desain penelitian ini menggunakan quasi eksperimen jenis pretest and posttest with control group, dengan 64 responden pada kelompok intervensi dan 68 responden pada kelompok non-intervensi yang diseleksi dengan cluster random sampling dan simple random sampling. Analisis data menggunakan uji Paired t-test dan Pooled t-test. Intervensi ini diberikan sebanyak 7 sesi dalam 6 minggu selama 60-75 menit.Hasil penelitian menunjukkan adanya pengaruh manajemen diri terhadap efikasi diri dan perilaku aktivitas fisik (p = 0,000). Penelitian ini merekomendasikan pemberian manajemen diri kepada siswa diintegrasikan dengan program Pelayanan Kesehatan Peduli Remaja (PKPR) dan Usaha Kesehatan Sekolah (UKS) dalam pendampingan Puskesmas.

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Indonesia is on shift of disease pattern from infection disease to non-infectious disease. This happened due to change of non-healthy behaviour of its people, which among others is lack of physical activities. Such lack of physical activities is not only found on the adults, but also on the adolescent. The lack of physical activities on the adolescent will cause health problems in the future, both physically and mentally as well.

This research is aimed to identify the impact of self management towards self efficafy and physical activity behaviour of students from a National Junior High School in North Jakarta. The study was designed using quasi experiment of pretest and posttest with control group, involving 64 respondents of intervention group and 68 respondents of non-intervention group which were selected through Cluster random sampling and simple random sampling. The data was analyzed using Paired t-test and Pooled t-test. The intervention was given in 7 sessions during 6 weeks for 60-75 minutes. The data analysis using paired t-test and pooled t-test. This intervention is implemented for 7 sessions in a week for 60-75 minutes.

The result of research shows that there is an impact of self management towards self efficacy and physical activity behaviour (p= 0,000). This research recommends implementation self management for students to be integrated to Youth Care health Service and School Health is need to be conducted under Puskesmas Supervision."

"Guru di satuan pendidikan anak usia dini inklusif dihadapi oleh berbagai tuntutan untuk mampu memenuhi kebutuhan siswa yang beragam. Mindfulness, dikarakterisasi oleh peningkatan kesadaran di masa kini, dapat meningkatkan kepercayaan diri guru dalam mengajar di kelas inklusif. Penelitian ini bertujuan untuk melihat hubungan antara mindfulness guru dan self-efficacy guru dalam praktik pendidikan inklusif. Partisipan pada penelitian ini adalah 149 guru di satuan pendidikan anak usia dini inklusif yang didapatkan melalui teknik purposive sampling. Pengukuran mindfulness guru menggunakan Mindfulness in Teaching Scale (MTS). Pengukuran self-efficacy guru dalam praktik pendidikan inklusif menggunakan Teacher Efficacy for Inclusive Practice (TEIP). Hasil uji korelasi menunjukkan bahwa terdapat hubungan yang signifikan antara mindfulness dan self-efficacy guru dalam praktik pendidikan inklusif (rs= 0.456, p<0.01, two-tailed). Masing-masing dimensi mindfulness menunjukkan adanya korelasi yang signifikan, yaitu intrapersonal mindfulness dengan self-efficacy guru dalam praktik pendidikan inklusif (rs= 0.44, p<0.01, two- tailed) dan interpersonal mindfulness dengan self-efficacy guru dalam praktik pendidikan inklusif (rs= 0.33, p<0.01, two-tailed). Implikasi dari penelitian ini menekankan pada pentingnya mengintegrasikan strategi mindfulness untuk mendukung guru dalam mengembangkan kepercayaan dirinya yang diperlukan untuk keberhasilan praktik pendidikan inklusif di kelasnya.

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Teachers in inclusive early childhood education settings face various demands to ensure the diverse needs of all students are met. Mindfulness, characterized by enhanced present-moment awareness, can boost teachers' confidence in implementing inclusive practices in their classroom. This study aims to examine the relationship between teachers' mindfulness and their self-efficacy in inclusive educational practices. Using purposive sampling, the research involved 149 teachers in inclusive early childhood education. Teachers' mindfulness was measured using the Mindfulness in Teaching Scale (MTS). Teachers' self-efficacy in inclusive educational practices was assessed using the Teacher Efficacy for Inclusive Practice (TEIP). Correlation test results showed a significant relationship between teachers' mindfulness and their self-efficacy in inclusive educational practices (rs= 0.456, p<0.01, two-tailed). Each dimension also showed a significant correlation: intrapersonal mindfulness with teachers' self-efficacy in inclusive educational practices (rs= 0.33, p<0.01, two-tailed) and interpersonal mindfulness relationship with teachers' self- efficacy in inclusive educational practices (rs= 0.44, p<0.01, two-tailed). The implications of this study highlight the importance of integrating mindfulness strategies to support teachers in developing the confidence for successful inclusive educational practices in their classroom."

"Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat hubungan antara academic self-efficacy dengan agentic engagement pada mahasiswa semester 1 Universitas Indonesia (UI) angkatan 2013 yang mengikuti kelas MPKT A. Penelitian ini dianggap penting karena mahasiswa angkatan 2013 baru masuk ke dunia perkuliahan yang memiliki metode berbeda dengan metode pembelajaran yang diterapkan di sekolah. Dengan adanya pemahaman terkait keadaan mahasiswa baru, diharapkan tenaga profesional dapat memahami lebih mendalam tentang situasi yang ada agar proses belajar-mengajar dapat dilakukan secara lebih efektif dan efisien.Penelitian yang dilakukan pada 165 mahasiswa semester 1 UI angkatan 2013 yang mengikuti kelas MPKT A ini merupakan penelitian kuantitatif dengan desain korelasional. Model operasional penelitian ini menggunakan adaptasi College Academic Self-Efficacy Scale (CASES) untuk mengetahui gambaran academic self-efficacy dan adaptasi Agentic Engagement Scale (AES) untuk mengetahui gambaran agentic engagement. Pengumpulan data dilakukan dengan menggunakan instrumen kuesioner, sedangkan analisis data menggunakan metode korelasi Pearson Product Moment.Berdasarkan analisis terhadap hasil pengolahan data, terdapat korelasi yang positif dan signifikan antara variabel academic self-efficacy dengan agentic engagement. Dapat disimpulkan bahwa terdapat hubungan antara academic self-efficacy dengan agentic engagement pada mahasiswa semester 1 UI angkatan 2013 yang mengikuti kelas MPKT A.

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The purpose of this study is to better understand whether there is a relationship of academic self-efficacy and agentic engagement among freshmen students at Universitas Indonesia who take MPKT A class. This research was considered to be crucial since freshmen had just entered new academic world which has different teaching method than method in school. Through the better informations of freshman students nature, hopefully proffesionals can get a greater understanding about learning situation so learning process can be held more effective and more efficient.

This study that held among 165 freshmen students at Universitas Indonesia who take MPKT A class, is a quantitative research with a correlational design. Operational model of this study used the adaptation of College Academic Self- Efficacy Scale (CASES) to describe academic self-efficacy and the adaptation of Agentic Engagement Scale (AES) to describe agentic engagement. The data was collected by using questionnaire, and the data was analyzed by using Pearson Product Moment correlation method.

By analyzing the result of data processing, there was positive and significant correlation between academic self-efficacy and agentic engagement. It can be concluded that there is a relationship of academic self-efficacy and agentic engagement among freshmen students at Universitas Indonesia who take MPKT A class."

"Penelitian ini secara garis besar dilakukan untuk mengetahui pengaruh perceived supervisor support dan self-efficacy terhadap turnover intention pekerja Gen Y dan Gen Z di Jabodetabek dengan peran mediasi burnout. Terdapat 6 hipotesis yang peneliti rancang pada penelitian ini. Dengan menggunakan pendekatan structural equation modelling (SEM), beberapa temuan dihasilkan dari data yang telah terkumpul dari 207 responden pekerja Gen Y dan Gen Z di Jabodetabek. Temuan atau hasil dalam penelitian ini menunjukkan bahwa perceived supervisor support memiliki pengaruh yang signifikan negatif terhadap burnout dan turnover intention pekerja Gen Y dan Gen Z di Jabodetabek. Kemudian, self-efficacy juga memiliki pengaruh yang signifikan negatif terhadap burnout dan turnover intention pekerja Gen Y dan Gen Z di Jabodetabek. Ditambah dengan adanya variabel burnout memediasi hubungan antara perceived supervisor support dan self-efficacy terhadap turnover intention pekerja Gen Y dan Gen Z di Jabodetabek, semakin tinggi perceived supervisor support dan self-efficacy yang dimiliki karyawan Gen Y dan Gen Z di Jabodetabek, maka semakin rendah perasaan burnout dan turnover intention yang dialami oleh karyawan Gen Y dan Gen Z di Jabodetabek. Kesimpulannya, penting untuk perusahaan memperhatikan perceived supervisor support dan self-efficacy dari karyawannya khususnya Gen Y dan Gen Z di Jabodetabek untuk menurunkan tingkat burnout dan turnover intention karyawannya.

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This research was conducted to determine the effect of perceived supervisor support and self- efficacy on the turnover intention of Gen Y and Gen Z workers in Jabodetabek with the role of mediating burnout. Using a structural equation modeling (SEM) approach, several findings were generated from data collected from 207 Gen Y and Gen Z worker respondents in Greater Jakarta. The findings in this study indicate that perceived supervisor support has a significant negative effect on burnout and turnover intention of Gen Y and Gen Z workers in Jabodetabek. Then, self-efficacy also has a significant negative effect on burnout and turnover intention of Gen Y and Gen Z workers in Jabodetabek. Coupled with the presence of the burnout variable mediating the relationship between perceived supervisor support and self-efficacy on the turnover intention of Gen Y and Gen Z workers in Jabodetabek. Thus, the higher the perceived supervisor support and self-efficacy of Gen Y and Gen Z employees in Jabodetabek, the lower feelings of burnout and turnover intention experienced by Gen Y and Gen Z employees in Jabodetabek. In conclusion, it is important for companies to pay attention to the perceived supervisor support and self-efficacy of their employees, especially Gen Y and Gen Z in Jabodetabek to reduce the burnout rate and turnover intention of their employees."

"Penelitian ini dilakukan untuk mengetahui ada atau tidaknya hubungan antara kecemasan sesaat dan self-efficacy pada pemain bola basket. Selain itu, penelitian ini juga dilakukan untuk mengetahui berapa besar sumbangan yang diberikan masing-masing komponen dari kecemasan sesaat terhadap self-efficacy. Pengukuran kecemasan sesaat dilakukan dengan menggunakan The Revised Competitive State Anxiety Inventory-2 (Cox, Martens, & Russell, 2003), sedangkan pengukuran self-efficacy dilakukan dengan menggunakan Individual Efficacy Questionnaire (Chase, Lirgg, & Feltz, 1996). Partisipan dalam penelitian ini berjumlah 155 pemain bola basket yang mengikuti berbagai macam kompetisi bola basket yang diselenggarakan pada bulan April hingga Mei 2013 di Jakarta. Penelitian dilakukan satu jam sebelum pertandingan.Hasil dari penelitian ini menunjukkan adanya hubungan negatif yang signifikan antara kecemasan sesaat dan self-efficacy pada pemain bola basket (r = -.559, n = 155, p < .01, two-tailed). Hasil tersebut memiliki arti bahwa semakin rendah kecemasan sesaat yang dimiliki individu, maka semakin tinggi self-efficacy yang dimilikinya. Hasil lain dari penelitian ini adalah komponen self-confidence dari kecemasan sesaat memberikan sumbangan terbesar terhadap self-efficacy, yang berarti bahwa peningkatan pada self-confidence dari kecemasan sesaat akan diikuti oleh peningkatan terhadap self-efficacy.

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This research was conducted to understand the relationship between competitive state anxiety and self-efficacy among basketball players. It was also conducted to understand how much each component of competitive state anxiety was given to self-efficacy. Competitive state anxiety was measured by using a modified instrument named The Revised Competitive State Inventory-2 or CSAI-2R (Cox, Martens, & Russell,2003), while self-efficacy was measured by using a modified instrument named Individual Efficacy Questionnaire or IEQ (Chase, Lirgg, & Feltz,1996). The participants were 155 basketball players participated at a number of basketball competitions held between April and May 2013 in Jakarta. The research was done one hour before the competition.The main result showed that there was a significantly negative correlation" "between competitive state anxiety and self-efficacy among basketball players (r = -.559, n = 155, p < .01, two-tailed). This result means that the lower competitive state anxiety of one’s own, the higher self-efficacy of him. Another result of this research was that the biggest contribution of competitive state anxiety components to self-efficacy was self- confidence, which means, an increase of self-confidence component from competitive state anxiety would be followed by an increase of self-efficacy."