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"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. "

"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 dilakukan untuk mengetahui hubungan antara parenting selfefficacy dan family functioning pada ibu dari toddler. Untuk mengukur parenting self-efficacy digunakan alat ukur Self-Efficacy Parenting for Tasks Index- Toddler Scale yang dikembangkan oleh Coleman (1998), sedangkan family functioning diukur melalui Family Assessment Devices version 3 yang dikembangkan oleh Epstein, dkk. (1983). Partisipan dalam penelitian ini adalah ibu dari toddler yang terikat dalam ikatan pernikahan.Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara parenting selfefficacy dan family functioning (r=-0.567, n=83, p< 0.01, two tail). Hal tersebut mengindikasikan bahwa semakin tinggi parenting self-efficacy pada ibu dari toddler, maka semakin tinggi pula family functioning yang ia miliki; begitu pula sebaliknya.

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This study examined the relationship between parenting self-efficacy and family functioning among mothers of toddler. Parenting self efficacy was measured by Self-Efficacy Parenting for Tasks Index-Toddler Scale developed by Coleman (1998), whereas the family functioning was measured by Family Assessment Devices Version 3 developed by Epstein, Baldwin, and Bishop (1983). The participants of this study were 83 mothers of toddler who married.

The results of this study showed that there is a significant, negative relationship, between parenting self-efficacy and family functioning (r=-0.567, n=83, p< 0.01, two tail). It indicates that the higher parenting self-efficacy from mothers of toddler, the higher family functioning; and vice versa."

"Implementasi integrasi teknologi khususnya di bidang pendidikan di Indonesia penting untuk dilaksanakan, namun masih ditemukan guru-guru yang belum terbuka terhadap perubahan dan tidak yakin akan kemampuannya untuk mengintegrasikan teknologi di dalam kelas. Penelitian korelasional ini bertujuan untuk mengetahui hubungan antara keterbukaan terhadap perubahan dan self-efficacy for technology integration pada guru sekolah dasar (SD). Sebanyak 88 guru SD yang berasal dari empat SD Negeri di Jakarta dan empat SD Negeri di Bogor berpartisipasi pada penelitian ini. Alat ukur yang digunakan adalah Computer Technology Integration Survey (CTIS) yang diadaptasi dari Wang, Ertmer, dan Newby (2004) untuk mengukur self-efficacy for technology integration dan The Innovativeness Scale (TIS) yang diadaptasi dari Van Braak (2001) untuk mengukur keterbukaan terhadap perubahan, yang terdiri dari faktor technological innovativeness dan faktor general innovativeness. Hasil Pearson Correlation menunjukkan bahwa terdapat hubungan positif yang signifikan antara technological innovativeness (r = 0,366, p < 0,01) maupun general innovativeness (r = 0,406, p < 0,01) dan self-efficacy for technology integration pada guru SD di Jakarta dan Bogor. Berdasarkan hasil penelitian ini, peneliti menyarankan kepada sekolah dan pemerintah untuk memberikan pelatihan yang dapat meningkatkan keterbukaan terhadap perubahan dan keyakinan untuk mengintegrasikan teknologi pada guru sekolah dasar.

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Implementation of the technology integration especially in the field of education in Indonesia is important to be implemented, but still found the teachers were not yet open to change and are not confident in their ability to integrate technology in the classroom. This correlational study aims to seek the relationship between openness to change and self-efficacy for technology integration among elementary teacher.

Computer Technology Integration Survey (CTIS) was used to assess self-efficacy for technology integration (Wang, Ertmer, & Newby, 2004) and The Innovativeness Scale (TIS) was used to assess openness to change that consists of technological innovativeness factor and general innovativeness factor (Van Braak, 2001). 88 elementary teachers from four public elementary schools in Jakarta and four public elementary schools in Bogor participated in this study.

The result of this study showed a positive and significant correlation between technological innovativeness and self-efficacy for technology integration (r = 0,366, p < 0,01) and also between general innovativeness and self-efficacy for technology integration (0,406, p < 0,01) among elementary teacher in Jakarta and Bogor area. Based on this result, it is suggested for school and government to provide technology training for elementary teacher in order to improve their openness to change and self efficacy to integrate technology."

"Penelitian ini dilakukan untuk mengetahui hubungan antara traits dan creative selfefficacy (CSE) pada guru TK. Traits adalah dimensi dari perbedaan kecenderungan individu untuk menunjukan pola pemikiran, perasaan dan tindakan yang konsisten (McCrae dan Costa, 2003). Sementara itu, CSE merupakan keyakinan yang sementara pada individu mengenai kemampuan dirinya untuk melakukan tugas spesifik tertentu yang membutuhkan produksi solusi-solusi baru, orisinal, atau sesuai. Pengukuran traits menggunakan alat ukur IPIP (Goldberg, 1999) dan pengukuran CSE menggunakan alat ukur Revised Model Creative Thinking Self-Efficacy (CTSE) II & Creative Performance Self-Efficacy (CPSE) II Inventories (Abbott, 2010) yang telah diadaptasi oleh peneliti. Partisipan berjumlah 112 orang guru TK yang berusia 20-60 tahun. Hasil penelitian ini menunjukkan terdapat hubungan negatif signifikan antara trait neuroticism dan CTSE, serta terdapat hubungan positif signifikan antara trait extraversion, openness to experience, agreeableness, dan conscientiousness dengan CTSE dan CPSE. Namun demikian, pada trait neuroticism tidak ditemukan adanya hubungan yang signifikan dengan CPSE. Berdasarkan hasil tersebut, perlu dilakukan screening kepribadian ketika perekrutan guru TK. Selain itu, guru TK juga dapat diberi intervensi sejak dini untuk meningkatkan CSE.

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This research was conducted to find the correlation between nature traits and creative self-efficacy (CSE) in kindergarten teachers. Traits is dimensions of individual differences in tendencies to show consistent patterns of thoughts, feelings and actions (McCrae & Costa, 2003). Meanwhile CSE is an individual's state-like belief in his or her own ability to perform the specific tasks required to produce novel original, or appropiate solutions (Abbott, 2010).

Traits was measured using an adaptation instrumen named IPIP (Goldberg, 1999) and CSE was measured using an adaptation instrument named Revised Model Creative Thinking Self-Efficacy (CTSE) II & Creative Performance Self-Efficacy (CPSE) II Inventories (Abbott, 2010). The respondent of this research are 112 kindergarten teachers.

The results of this research show that trait neuroticism negative correlated significantly with CTSE and the trait extraversion, openness to experience, agreeableness and conscientiousness positive correlated significantly with CTSE and CPSE. But there is no significant correlation between trait neuroticism and CPSE. Based on these results, kindergarten ought to held a personality screening in teacher's recruitment and give intervention, such as training or seminar to teachers that can increase creative self-efficacy."

"Penelitian ini bertujuan untuk melihat hubungan antara coping self-efficacy dan burnout pada perawat. Pengukuran coping self-efficacy menggunakan alat ukur Coping Self-Efficacy Scale (Chesney dkk., 2006) yang memiliki tiga subskala, yaitu use problem focused coping, stop unpleasant thoughts and emotions, dan get support from family and friends dengan total 26 item. Pengukuran terhadap burnout menggunakan alat ukur Maslach Burnout Inventory-Human Service Survey (Maslach & Jackson, 1981) yang memiliki tiga dimensi, yaitu emotional exhaustion, depersonalization, dan menurunnya sense of personal accomplishment dengan total 22 item. Jumlah partisipan yang diperoleh sebanyak 131 perawat. Hasil utama penelitian menunjukkan bahwa terdapat hubungan yang negatif dan signifikan antara coping self-efficacy dan burnout pada perawat, yang berarti semakin tinggi coping self-efficacy perawat, semakin rendah burnout yang dirasakan.

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The aim of this study is to investigate whether any relationship between coping self-efficacy and burnout among nurses. Coping self-efficacy was measured by Coping Self-Efficacy Scale (Chesney et al., 2006) which has three subscales, namely use problem focused coping, stop unpleasant thoughts and emotions, and get support from family and friends with a total of 26 items. Burnout was measured by Maslach Burnout Inventory-Human Service Survey (Maslach & Jackson, 1981) which has three dimensions, namely emotional exhaustion, depersonalization, and reduced sense of personal accomplihsment with a total of 22 items. Participants of this study were 131 nurses. The main result of the study shows that there is a significant negative relationship between coping self-efficacy and burnout among nurses, in conclusion, the higher score of coping self-efficacy obtained by nurses, the lower they perceived burnout."

"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."

"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."

"Penelitian ini bertujuan untuk melihat hubungan antara motivasi kerelawanan dan generalized self-efficacy pada relawan Indonesia tahapan perkembangan emerging adult. Partisipan penelitian adalah 1954 orang warga negara Indonesia yang sedang atau pernah mengikuti kegiatan kerelawanan dan berada dalam rentang usia 18-29 tahun. Motivasi kerelawanan diukur menggunakan alat ukur Volunteer Functions Inventory VFI yang terdiri dari 6 enam dimensi dan generalized self-efficacy diukur menggunakan New General Self-Efficacy Scale. Hasil dari penelitian ini menunjukkan bahwa terdapat hubungan negatif antara generalized self-efficacy dengan dimensi protective motives r= - 0,01; p>0,05, hubungan positif dengan dimensi social r=0,04, p>0,05, dan dimensi enhancement r=0,06; p=0,05 serta hubungan positif signifikan dengan dimensi values r=0,12.

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This study seeks to examine the relationship between volunteer motivation and generalized self efficacy in Indonesian emerging adult volunteers. Participants of this study are 1954 Indonesian citizens who are or have been involved in volunteering activities and within the age range of 18 29 years. Six dimensional Volunteer Functions Inventory VFI is used to measure volunteering motivation and generalized self efficacy was measured using the New General Self Efficacy Scale. The result of this study shows that there is a negative correlation between generalized self efficacy and protective motives r 0,01 p 0,05, positive correlations between social motives r 0,04, p 0,05 and enhancement motives r 0,06 p 0,05 and significant positive correlations between values motives r 0,12."

"Penelitian ini bertujuan untuk melihat peran efikasi-diri inovasi sebagai variabel mediator dalam hubungan antara aktivitas belajar formal maupun informal terhadap perilaku kerja inovatif karyawan. Studi kuantitatif ini dilakukan terhadap 165 responden menggunakan metode accidental sampling dengan menyebarkan kuesioner daring. Adapun karakteristik sample adalah karyawan/karyawati yang bekerja di area Jabodetabek dengan rentang usia 24 – 44 tahun, masa kerja minimal 1 tahun di tempat kerja saat ini dan pendidikan terakhir minimal S1. Alat ukur yang digunakan dalam penelitian ini adalah Alat Ukur Aktivitas Belajar Formal, Alat Ukur Aktivitas Belajar Informal, Skala Efikasi-Diri Inovasi dan Alat Ukur Perilaku Kerja Inovatif. Metode penelitian ini menggunakan metode survei. Untuk pengolahan data menggunakan analisa regresi mediasi dengan aplikasi statistik SPSS 25. Hasil analisis data menunjukkan bahwa efikasi diri inovasi memediasi sebagian hubungan antara aktivitas belajar formal dan informal dengan perilaku kerja inovatif. Hasil penelitian ini mengindikasikan adanya manfaat positif dari efikasi-diri inovasi dalam hubungan antara aktivitas belajar formal dan informal terhadap perilaku kerja inovatif.

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This study aims to examine the role of innovation self-efficacy as a mediator in the relationship between formal and informal learning activities on employees' innovative work behavior. This quantitative study was conducted on 165 respondents using the accidental sampling method by distributing online questionnaires. The characteristics of respondents are employees who work in the Jabodetabek area with an age range of 24-44 years, a minimum 1 year of working experience in current company and has at least Strata-1 educational background. The measuring instruments used in this research are the Formal Learning Activity Scale, the Informal Learning Activity Scale, the Innovation Self-Efficacy Scale and the Innovative Work Behavior Scale. This research uses a survey method. For data processing using mediation regression analysis with the application of SPSS 25 statistics. The results of data analysis show that innovative self-efficacy partially mediates the relationship between formal and informal learning activities with innovative work behavior. The result of this study implies the benefits of innovative self-efficacy in the relationship between formal and informal learning activities on innovative work behavior."