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"Shopee merupakan mobile-platform pertama di Asia Tenggara (Indonesia, Filipina, Malaysia, Singapura, Thailand, Vietnam) dan Taiwan yang menawarkan transaksi jual beli online yang menyenangkan, gratis, dan terpercaya via ponsel (https://www.shopee.co.id). Untuk menjaga para pelanggan agar tidak beralih ke produk pesaing, perusahaan harus melakukan beberapa hal yang dapat mengikat hati pelanggan untuk tetap setia pada produk perusahaan. Salah satunya yaitu kualitas layanan yang baik untuk pelanggan. Pelayanan terbaik tentu harus memahami kebutuhan dan keluhan para pelanggan. Sehingga pelayanan yang dilakukan oleh perusahaan tepat sasaran Kualitas layanan elektronik dapat diukur melalui efisiensi, privasi, keandalan, manfaat emosional dan layanan pelanggan (Putri, et.al. 2021). Dalam penelitian ini ingin menganalisis pengaruh kualitas layanan online Shopee terhadap loyalitas pengguna Shopee di Jakarta. Hasil penelitian menunjukkan terdapat pengaruh antara kualitas layanan online Shopee terhadap loyalitas pengguna Shopee di Jakarta dengan nilai r sebesar 0,949 yang berarti terdapat pengaruh yang sangat kuat disamping itu dalam penelitian ini didapatkan nilai koefisien determinasi sebesar 0,900, hal ini ini memperlihatkan bahwa variabel kualitas layanan online Shopee membentuk variabel loyalitas pengguna Shopee di Jakarta sebesar 90% sedang sisanya 10% dipengaruhi oleh variabel lainnya.

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Shopee is the first mobile-platform in Southeast Asia (Indonesia, Philippines, Malaysia, Singapore, Thailand, Vietnam) and Taiwan that offers interesting and reliable online buying and selling transactions via mobile phones (https://www.shopee.co.id). To keep customers from switching to competitors' products, companies must do a number of efforts that can hold the hearts of customers to remain loyal to the company's products. One of them is good service quality for customers. The best service, of course, must understand the needs and complaints of customers. So that services performed by companies are right on target. The quality of online services can be measured through efficiency, privacy, reliability, emotional benefits and customer service (Putri, et.al. 2021). The objective of this study is to analyze the effect of Shopee's online services quality on Shopee users loyalty in Jakarta. The results showed that there was an influence between Shopee's online services quality on Shopee users loyalty in Jakarta with an r value of 0.949 which means that there is a very strong influence. In addition, this study obtained a coefficient of determination of 0.900, this shows that variable of Shopee online service quality constructs variable of Shopee users loyalty in Jakarta by 90% while the remaining 10% is influenced by other variables."

"Hubungan romantis merupakan aspek penting dalam kehidupan, khususnya bagi individu usia emerging adulthood. Keberlangsungan hubungan romantis yang baik memerlukan resolusi konflik yang baik pula. Resolusi konflik yang baik dimulai dari adanya keyakinan yang baik mengenai kemampuan diri dalam resolusi konflik. Keyakinan tersebut disebut dengan relationship self-efficacy atau self-efficacy dalam hubungan romantis. Faktor keluarga merupakan salah satu faktor yang berkaitan dengan self-efficacy dan relationship self-efficacy individu. Studi ini bertujuan melihat peran keberfungsian keluarga terhadap relationship self-efficacy pada populasi emerging adults usia 18-25 tahun. Penelitian ini merupakan penelitian kuantitatif non-eksperimental regresi menggunakan alat ukur Family Assessment Device (FAD) dan Self-Efficacy in Romantic Relationship Measure (SERR). Total partisipan yang terkumpul sejumlah 128 emerging adults dengan rentang usia 18-25 tahun. Berdasarkan hasil analisis multiple regression, hasil penelitian menunjukkan bahwa keberfungsian keluarga berperan secara signifikan dan simultan dalam memprediksi relationship self-efficacy pada emerging adults (R2= 0,136, p < 0,05). Selain itu, dimensi keberfungsian keluarga yang berperan secara signifikan adalah dimensi peran dan kontrol perilaku. Berdasarkan hasil yang didapatkan, keluarga diharapkan untuk memperhatikan pembagian peran dan penerapan aturan-aturan di dalam keluarga sehingga dapat menjaga tingkat relationship self-efficacy yang baik.

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Romantic relationships are important, especially for emerging adults. Good romantic relationships require good conflict resolution among both parties involved. In order to resolve ongoing conflict, it is essential for both parties to believe that they are capable of resolving said conflict. This belief is known as relationship self-efficacy. Family related factors are related to self-efficacy and relationship self-efficacy. This study aims to see the role of family functioning on relationship self-efficacy in the emerging adults population aged 18-25 years. The type of research used is quantitative with a non-experimental design using the Family Assessment Device (FAD) and the Self-Efficacy in Romantic Relationship Measure (SERR). A total of 128 emerging adults with an age range of 18-25 years participated in this study. Using multiple regression analysis, the results showed that family functioning plays a significant role in predicting relationship self-efficacy in emerging adults (R2= 0.136, p < 0,05). In addition, roles and behavior control were found to have a significant role on relationship self-efficacy. Therefore, families are expected to pay attention to the distribution of roles in the family and the rules applied in the family to maintain good relationship self-efficacy. "

"Penelitian ini bertujuan untuk mengetahui peran efikasi diri akademik terhadap agentic engagement. Penelitian ini dianggap penting karena mengacu pada penelitian terdahulu yang mengatakan bahwa efikasi diri akademik dapat memengaruhi agentic engagement peserta didik dalam pembelajarannya di sekolah (Sokmen, 2021). Dalam penelitian ini ingin diketahui kontribusi efikasi diri akademik terhadap agentic engagement peserta didik, khususnya dalam Pembelajaran Jarak Jauh (PJJ). Agentic engagement adalah peran peserta didik untuk ikut terlibat serta proaktif dan berinisiatif di dalam kelas guna meningkatkan prestasi akademiknya (Reeve & Tseng, 2011). Efikasi diri akademik merupakan persepsi peserta didik terhadap keyakinan dirinya bahwa mereka dapat melakukan kontrol atas penguasaan pembelajaran mereka sendiri dalam mencapai kesuksesan dalam meningkatkan akademis mereka (Bandura, 1996). Alat ukur yang digunakan dalam penelitian ini adalah dengan menggunakan AES (Reeve & Tseng, 2011) untuk mengukur agentic engagement dan PALS (Midgley dkk., 2002) untuk mengukur efikasi diri akademik. Analisis data dilakukan dengan menggunakan teknik statistika regresi linear sederhana. Hasil penelitian menunjukkan bahwa efikasi diri akademik memiliki peran yang signifikan dan positif terhadap agentic engagement pada peserta didik kelas XII SMA Negeri Jabodetabek, dimana kontribusi yang diberikan oleh efikasi diri akademik sebesar 22% (R = .46, p<0.05).

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This study aims to examine the role of academic self-efficacy on the agentic engagement. This research is considered important because it refers to previous research which conclude that academic self-efficacy can affect the student’s agentic engagement in their learning at school (Sokmen, 2021). This study will further deepen how much contribution is made by academic self-efficacy to the student’s agentic engagement. Academic self- efficacy is define as perception of students who believe the control of their learning mastery to achieve success in improving their academic performance (Bandura, 1996). The agentic engagement is defined as the role of students to be proactive and take initiative in the classroom to improve academic achievement (Reeve & Tseng, 2011). The measuring instrument used in this study was AES (Reeve & Tseng, 2011) to measure agentic engagement and PALS (Midgley et al., 2002) to measure academic self-efficacy. This study analysis was using a simple linear regression statistical technique. The results showed that academic self-efficacy has a significant and positive role in agentic engagement in class of 12th-grade public high school in Jabodetabek during online learning, which the contribution given by academic efficacy was 22% (R = .46, p<0.05).

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"Tujuan utama dari tesis ini adalah untuk mencari tahu apakah faktor yang bersifat akademis memiliki kontribusi terhadap kepuasan hidup siswa SMA. Variabel-variabel dari faktor akademis yang diteliti adalah academic self-efficacy dan iklim sekolah. Penelitian ini menggunakan pendekatan kuantitatif yang melibatkan 221 responden dari SMAN 5, SMAN 6, dan SMAN 7 Depok. Proses pengumpulan data dilakukan dengan menggunakan alat ukur berupa kuesioner. Hasil dari penelitian menunjukkan bahwa terdapat kontribusi bermakna dari academic self-efficacy dan iklim sekolah terhadap kepuasan hidup siswa baik secara bersama-sama maupun secara sendiri-sendiri. Ditemukan juga bahwa tidak terdapat perbedaan penilaian kepuasan hidup yang signifikan antara responden perempuan dengan laki-laki.

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The main focus of this study is to investigate the contribution of factors related to academic to high schools students? life satisfaction. The variables of academic factors being investigated are academic self-efficacy and school climate. This study is using quantitative approach involving 221 respondents from SMAN 5, SMAN 6, and SMAN 7 Depok. The data is collected by using questionnaires. The results indicates that academic self-efficacy and school climate have significant contribution to students life satisfaction, both simultanously and partially. There is no significant difference found in life satisfaction measurement between female and male respondents.

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"Menjadi guru sekolah dasar merupakan salah satu profesi yang menantang dengan tingkat tuntutan sosial emosional yang tinggi. Mereka dituntut untuk dapat menampilkan kompetensi sosial emosional. Kenyataannya, masih banyak ditemukan guru yang belum menampilkan kompetensi sosial emosional yang memadai sesuai harapan. Untuk itu penelitian dilakukan untuk mengidentifikasi faktor yang berperan dalam mengembangkan kompetensi sosial emosional guru sekolah dasar. Penelitian ini bertujuan untuk melihat bagaimana peran kepuasan kebutuhan psikologis dasar guru dan efikasi diri guru terhadap kompetensi sosial emosional mereka. Sebanyak 483 guru sekolah dasar mengisi Social Emotional Competencies Teacher Rating Scale (SECTRS), Basic Psychological Need Satisfaction Scale - Work (BPNSS - Work), dan Indonesian Version - Teachers Sense of Efficacy Scale (I-TSES). Hasil menunjukan bahwa terdapat peran kepuasan kebutuhan psikologis dasar guru (R2=0,571, F(1,481)=649,826, p<0,001) dan efikasi diri guru (R2=0,372, F(1,481)= 284,758, p<0,001) terhadap kompetensi sosial emosional. Efikasi diri guru mempunyai peran yang lebih besar terhadap kompetensi sosial emosional guru dibandingkan kepuasan kebutuhan psikologis dasar guru. Hasil penelitian ini memiliki implikasi praktis bagi guru, sekolah, maupun pemerintah dalam penyusunan program intervensi untuk mendukung pengembangan kompetensi sosial emosional guru sekolah dasar. Pengembangan kompetensi sosial emosional guru dapat diarahkan pada pengembangan efikasi diri guru disamping memastikan kepuasan kebutuhan psikologis dasar mereka.

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Being an elementary school teacher is a challenging profession with a high level of social emotional demands. They are required to be able to perform social emotional competencies. In reality, there are still many teachers who do not perform adequate social emotional competencies as expected. Based on this situation, research was conducted to identify the factors that play a role in the development of elementary school teachers' social emotional competencies. This study tries to investigate the role of teachers' basic psychological needs satisfaction and teachers' self-efficacy on their social emotional competencies. A total of 483 elementary school teachers filled out Social Emotional Competencies Teacher Rating Scale (SECTRS), Basic Psychological Need Satisfaction Scale - Work (BPNSS - Work), and Indonesian Version - Teachers Sense of Efficacy Scale (I-TSES). The results showed that teachers’ basic psychological needs satisfaction (R²=0,571, F(1,481)=649,826, p<0,001) and teachers’ self-efficacy (R²=0,372, F(1,481)= 284,758, p<0,001) play a  role in teachers’ social and emotional competencies. Teachers’ self-efficacy has a greater contribution in elementary school teachers' social emotional competencies than teachers' basic psychological needs satisfaction. The results of this study have practical implications for teachers, schools and the government in designing interventions program to support the development of elementary school teachers’ social emotional competencies. The development of teachers' social emotional competencies can be directed at developing teachers' self-efficacy as well as ensuring the satisfaction of their basic psychological needs."

"Dalam menghadapi tantangan selama proses Belajar dari Rumah (BdR), siswa perlu mengembangkan academic buoyancy, yaitu kemampuan untuk mengatasi kemunduran dan tantangan akademik sehari-hari. Peran orang tua selama pandemi menjadi penting karena siswa lebih banyak menghabiskan waktu di rumah. Penelitian ini bertujuan untuk mengetahui apakah strength-based parenting (SBP), sebuah pendekatan pengasuhan yang menekankan pada identifikasi dan pengembangan kekuatan anak, memprediksi academic buoyancy melalui academic self-efficacy, social self-efficacy, dan emotional self-efficacy. Penelitian dilakukan terhadap 238 siswa SMA di Indonesia. Alat ukur yang digunakan adalah Strength-Based Parenting Scale, Self-Efficacy Questionnaire for Children, dan Academic Buoyancy Scale. Hasil penelitian menunjukkan bahwa SBP berkorelasi positif dengan academic buoyancy (r = 0,33, p < 0,01). Academic self-efficacy dan emotional self-efficacy masing-masing memediasi hubungan antara SBP dan academic buoyancy (a1b1 = 0,05, BootCI 95% [0,03, 0,07]; a3b3 = 0,03, BootCI 95% [0,01, 0,05]). Social self-efficacy tidak ditemukan memiliki peran mediasi (a2b2 = -0,00, BootCI 95% [-0,02, 0,01]). Ketika orang tua mengenali dan mengembangkan kekuatan yang siswa miliki, maka siswa akan merasa yakin dengan kemampuannya untuk melakukan tugas akademik dan mengatasi emosi negatif. Dengan demikian, siswa akan lebih mudah mengatasi kemunduran dan tantangan akademik yang dialami selama menjalani BdR.

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To overcome adversities during Belajar dari Rumah (BdR) period, students need to develop academic buoyancy, described as ‘the ability to deal with daily academic setbacks and challenges’. Parents’ role during BdR is important since students spend more time at home. This study aims to investigate the relationship between strength-based parenting (SBP) and academic buoyancy through academic self-efficacy, social self-efficacy, and emotional self-efficacy. 238 high school students in Indonesia participated in this study. Strength-Based Parenting Scale, Self-Efficacy Questionnaire for Children, and Academic Buoyancy Scale were used to measure the variables. The results showed that SBP positively correlated with academic buoyancy (r = 0.33, p <0.01). Academic self-efficacy and emotional self-efficacy serve as unique mediators in the relationship between SBP and academic buoyancy (a1b1 = 0.05, BootCI 95% [0.03, 0.07]; a3b3 = 0.03, BootCI 95% [0.01, 0.05]). Meanwhile, the role of social self-efficacy as mediator is not significant (a2b2 = -0.00, BootCI 95% [-0.02, 0.01]). When parents identify and cultivate their children’s strengths, children will believe in their ability to carry out academic tasks and deal with negative emotions which in turn help them overcome setbacks and challenges during BdR."

"Pendidikan memegang peranan penting dalam mengembangkan kreativitas siswa. Iklim sekolah kreatif dan efikasi diri guru merupakan faktor utama yang dapat memengaruhi perkembangan kreativitas siswa. Penelitian ini bertujuan untuk mengetahui pengaruh efikasi diri guru dalam memediasi iklim sekolah kreatif dan perilaku guru membina kreativitas pada siswa sekolah dasar. Penelitian dilakukan kepada 118 guru sekolah dasar di Jabodetabek. Alat ukur yang digunakan dalam penelitian ini adalah CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), dan I-TSES (Rahayu & Wangid, 2021). Hasil penelitian menunjukkan terdapat full mediation pada hubungan iklim sekolah kreatif dan perilaku guru membina kreativitas siswa yang dimediasi oleh efikasi diri guru. Hal ini menunjukkan bahwa iklim sekolah kreatif dapat memengaruhi perilaku guru membina kreativitas apabila dimediasi oleh efikasi diri guru. Implikasi dari penelitian menekankan bahwa sekolah harus membentuk iklim pembelajaran kreatif dan guru perlu memiliki efikasi diri yang baik agar dapat mengembangkan kreativitas siswa.

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Education plays a vital role in developing students' creativity. Creative school climate and teacher self-efficacy are the main factors that can influence the development of student creativity. This study aims to determine the effect of teacher self-efficacy in mediating creative school climate and creativity fostering teacher behavior in elementary school students. The study was conducted on 118 elementary school teachers in Jabodetabek. The measuring instruments used in this study are CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), and I-TSES (Rahayu & Wangid, 2021). The results showed that there was full mediation in the relationship between creative school climate and creativity fostering teacher behavior mediated by teacher self-efficacy. This shows that creative school climate can creativity fostering teacher behavior when mediated by teacher self-efficacy. The implication of the study emphasizes that schools should establish a creative learning climate and teachers need to have good self-efficacy in order to develop students' creativity."

"Peningkatan bonus demografi di Indonesia akan menjadi tantangan bagi lulusan baru untuk mendapatkan pekerjaan jika mereka tidak mempersiapkan diri. Oleh karena itu, kesiapan kerja menjadi atribut yang sangat penting. Faktor yang memengaruhi kesiapan kerja adalah efikasi diri. Dengan demikian, penelitian ini bertujuan untuk melihat peran efikasi diri terhadap kesiapan kerja pada lulusan baru dengan metode regresi linear sederhana. Partisipan penelitian (N = 302) merupakan WNI berusia 21-25 tahun yang baru lulus dan pernah melakukan magang. Alat ukur yang digunakan adalah General Self-Efficacy Scale (GSES) dan Work Readiness Scale (WRS). Pengambilan data dilakukan secara daring. Hasil penelitian menunjukkan bahwa efikasi diri (M = 3,34, SD = 0,31) berperan secara positif dan signifikan sebesar 60,8% terhadap kesiapan kerja (M = 3,30, SD = 0,29), R² = 0,608, F(1, 300) = 464,954, p < 0,001. Hasil regresi menunjukkan effect size besar. Artinya, semakin tinggi efikasi diri seseorang, semakin tinggi kesiapan kerjanya karena mereka yakin terhadap kemampuan mereka untuk berhasil dan menghadapi tantangan. Sebaliknya, individu dengan efikasi diri rendah cenderung menghindari tantangan sehingga memiliki kesiapan kerja yang rendah. Hasil penelitian ini memberikan penambahan pengetahuan terkait efikasi diri dan kesiapan kerja pada lulusan baru.

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The increase in Indonesia's demographic bonus will pose a challenge for recent graduates to find jobs if they do not prepare themselves. Therefore, work readiness becomes a crucial attribute. A factor that influences work readiness is self-efficacy. Thus, this study aims to examine the role of self-efficacy in work readiness among recent graduates using simple linear regression. The study participants (N = 302) are Indonesian citizens aged 21-25 who have recently graduated and had done an internship. The instruments used are the General Self-Efficacy Scale (GSES) and the Work Readiness Scale (WRS). Data collection was conducted online. The result showed that self-efficacy (M = 3.34, SD = 0.31) positively and significantly accounts for 60.8% of work readiness (M = 3.30, SD = 0.29), R² = 0.608, F(1, 300) = 464.954, p < 0.001. The regression result shows a large effect size. This means that the higher a person's self-efficacy, the higher their work readiness, as they are confident in their ability to succeed and face challenges. Conversely, individuals with low self-efficacy tend to avoid challenges, resulting in lower work readiness. This study contributes to the understanding of self-efficacy and work readiness among new graduates."