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"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 bertujuan untuk melihat peran mindfulness dan academic self-efficacy terhadap resiliensi pada mahasiswa S1 Universitas Indonesia. Responden dalam penelitian ini sebanyak 213 orang dari seluruh fakultas yang ada di Universitas Indonesia. Instrumen penelitian yang digunakan antara lain Mindfulness Attention Awareness Scale MAAS, College Academic Self-Efficacy Scale CASES, dan Connor Davidson Richardson Resilience Scale CD-RISC. Melalui simple regression, diperoleh hasil bahwa mindfulness dan academic self-efficacy berperan terhadap resiliensi pada mahasiswa S1 Universitas Indonesia R= 0.153, p < 0.01; = 0.023, R= 0.340, p < 0.001; = 0.116. Individu yang mindful memiliki kemampuan coping yang baik melalui self-regulation dan kemampuan self-regulation dapat membuat individu mempertahankan kesehatan psikologisnya. Ketika individu mampu untuk mempertahankan kesehatan psikologisnya maka individu mampu untuk mengatasi stres yang dialami, hal tersebut menandakan individu memiliki resiliensi. Kemudian, academic self-efficacy akan membantu individu untuk mengembangkan rasa menghargai diri yang akan mempengaruhi kemampuan individu dalam menghadapi rintangan yang dialami.

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The purpose of this study was to see the role of mindfulness and academic self efficacy towards resilience among undergraduate students in Universitas Indonesia. Respondents of this study are 213 from all majors in Universitas Indonesia. Instruments used in this study are Mindfulness Attention Awareness Scale MAAS, College Academic Self Efficacy Scale CASES, and Connor Davidson Richardson Resilience Scale CD RISC. Using simple regression, results show that mindfulness and academic self efficacy plays a role in resilience among undergraduate students in Universitas Indonesia R 0.153, p 0.01 0.023, R 0.340, p 0.001 0.116. Mindful individual have good coping skills through self regulation an this will enable individual to maintain their psychological health. When they are able to maintain their psychological health, then they can cope with the stress and it indicates the individual has resilience. Then, Academic self efficacy will help the individual develop self esteem that will affect their ability to face the adversity experienced."

"Performa akademik siswa dipengaruhi oleh faktor eksternal dan internal. Penelitian eksperimen dilakukan untuk mengetahui apakah ada pengaruh antara jenis pemberian umpan balik sebagai faktor eksternal dan academic self-efficacy sebagai faktor internal terhadap performa akademik siswa. Penelitian eksperimen terhadap 101 siswa SMA kelas X dalam setting alamiah di kelas. Siswa diminta untuk mengerjakan soal ulangan harian pelajaran Kewarganegaraan. Selanjutnya, hasil ulangan harian akan dikoreksi dan diberikan umpan balik. Siswa dibagi menjadi dua kelompok secara acak yaitu sebagian mendapat umpan balik deskriptif berisi tentang informasi spesifik mengenai apa yang sudah benar dan kurang dari hasil ulangan harian yang dikerjakan dan siswa lainnya akan mendapat umpan balik evaluatif berisi tentang ringkasan mengenai seberapa baik siswa dalam mengerjakan ulangan, diberikan dalam bentuk poin nilai dan komentar singkat. Selanjutnya siswa diminta untuk merevisi hasil ulangan berdasarkan umpan balik yang diberikan. Setelah melakukan revisi, siswa diminta untuk mengisi kuesioner yang mengukur academic self-efficacy dari skala Academic Self-Efficacy Subscale from Self-Efficacy Questionnaire for Children (SEQ-C) dengan koefisien Cronbach?s Alpha sebesar α = 0.725. Hasil penelitian menunjukkan bahwa jenis umpan balik signifikan mempengaruhi performa akademik siswa F (101)= 45.28, p < .05. Sedangkan, tidak ditemukan pengaruh yang signifikan dari academic self-efficacy terhadap performa akademik siswa F (101)= 0.01, p > .05, begitu juga interaksi antara jenis umpan balik dan academic self-efficacy terhadap performa akademik F (101)=0.146, p>.05. Hasil analisis tambahan menunjukkan jenis kelamin, durasi belajar, nilai UAS semester lalu, dan kesukaan terhadap pelajaran kewarganegaraan berkorelasi dengan performa akademik.

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Student's academic performance is influenced by external and internal factors. Experimental research was conducted to determine whether there is influence between the type of feedback as external factors and academic self-efficacy as an internal factor of the student's academic performance. The participants of this experiment are 101 high school students of class X conducted in a natural setting. Students were asked to do an essay test of Citizenship lessons. Furthermore, the results of tests will be corrected and given feedback.

Students were divided into two groups randomly, students who get descriptive feedback contains specific information about how to improve the answer and the others receive evaluative feedback contains a brief comment and point on each answers. Furthermore, students were asked to revise the test based on the feedback given. Once revised, students were asked to fill out questionnaires that measure academic self-efficacy on a scale of Academic Self-Efficacy subscale from Self-Efficacy Questionnaire for Children (SEQ-C) with Cronbach's Alpha coefficient of α = 0.725.

The results showed that the type of feedback significantly effect a student's academic performance F (101) = 45.28, p <.05. Meanwhile, there was no significant effect on academic self-efficacy on student's academic performance F (101) = 0.01, p> .05. Also, there is no significant effect interaction between the type of feedback and academic self-efficacy on academic performance F (101) = 0146, p> .05. Results of additional analyzes indicate gender, duration of study, score final exam in last semester, and interest in Citizenship lessons correlated with academic performance."

"Praktikum menjadi mata kuliah wajib yang tidak dapat dihindari dan rentan memicu burnout, karena proses Praktikum memerlukan pengetahuan dan keterampilan yang lebih kompleks, koordinasi dengan berbagai pihak, serta dibarengi kegiatan perkuliahan lainnya. Mahasiswa Praktikum Ilmu Kesejahteraan Sosial Universitas Indonesia yang diharuskan praktik di HSO (Human Services Organization) menjadi lebih rentan mengalami burnout. Burnout bagi mahasiswa dapat mengakibatkan masalah serius seperti kegagalan akademik, masalah kesehatan mental, serta penurunan kesejahteraan sehingga penelitian ini penting untuk dilakukan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif yang berdasar pada penelitian terdahulu untuk membuktikan hipotesis adanya hubungan antara academic self-efficacy dengan academic burnoutpada mahasiswa Praktikum Ilmu Kesejahteraan Sosial Universitas Indonesia. Dengan menggunakan metode sampling jenuh, sampel penelitian ini meliputi seluruh mahasiswa Praktikum semester genap 2022/2023. Pengumpulan data dilakukan dengan penyebaran kuesioner daring pada Mei-Juni 2023 dan diperoleh 81 responden. Jawaban kuesioner dianalisis menggunakan uji Kendall’s Tau-b melalui bantuan SPSS. Hasil penelitian ini menunjukkan tingkat academic self efficacy tinggi dialami sebesar 55,6% (n=45) mahasiswa dan tingkat academic burnout juga tinggi yang dialami sebesar 50,6% (n=41) mahasiswa. Kondisi hubungan antara keduanya signifikan dengan nilai sebesar 0.028 < 0.05. Akan tetapi, kekuatan hubungan antara kedua variabel sangat lemah dengan nilai sebesar -0.237. Hasil tersebut berarti semakin tinggi academic self-efficacy yang dimiliki mahasiswa Praktikum, maka semakin rendah academic burnout yang dialami, begitupun sebaliknya. Kekuatan hubungan yang sangat lemah tergambar oleh kondisi sebagian besar responden yakin mampu menyelesaikan Praktikum dengan baik, namun sebagian besar lainnya merasa lelah (secara fisik, mental, dan emosional) dan inkompeten dalam menjalani Praktikum serta menjauhi tugas dan kegiatan Praktikum yang dapat disebabkan oleh variabel lain. Untuk itu, penelitian lebih lanjut dapat dilakukan terkait kondisi academic burnout pada mahasiswa Praktikum. Selain itu, penelitian ini dapat menjadi gambaran bagi mahasiswa Praktikum mendatang terkait kondisi yang mungkin terjadi saat pelaksanaan Praktikum sehingga mampu mengoptimalkan persiapan Praktikum. Prodi Ilmu Kesejahteraan Sosial Universitas Indonesia juga dapat mengembangkan metode supervisi oleh dosen (supervisor sekolah) terhadap mahasiswa Praktikum yang menekankan pada bantuan emosional (mendengarkan keluh kesah mahasiswa dan memberi motivasi/semangat) terkait pelaksanaan Praktikum.

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Practicum has evolved into a mandatory course that is unavoidable and prone to triggering burnout due to its intricate knowledge and skill requirements, coordination with various parties, and concurrent participation in other academic activities. Social Welfare Science Practicum students at the University of Indonesia, obligated to practice in Human Services Organizations (HSOs), are more susceptible to experiencing burnout. Burnout in students can lead to serious issues such as academic failure, mental health problems, and decreased well-being, making this research imperative. This study employs a quantitative approach with a descriptive method based on previous research to substantiate the hypothesis regarding the relationship between academic self-efficacy and academic burnout among Social Welfare Science Practicum students at the University of Indonesia. Utilizing a saturated sampling method, the research sample encompasses all Practicum students in the even semester of 2022/2023. Data collection was conducted through online questionnaires distributed in May-June 2023, resulting in 81 respondents. Questionnaire responses were analyzed using Kendall's Tau-b test through SPSS. The research findings indicate a high level of academic self-efficacy experienced by 55.6% (n=45) of students and a high level of academic burnout experienced by 50.6% (n=41) of students. The relationship between the two is significantly significant with a value of 0.028 < 0.05. However, the strength of the relationship between the two variables is very weak, with a value of -0.237. This result implies that the higher the academic self-efficacy possessed by Practicum students, the lower the academic burnout experienced, and vice versa. The very weak relationship is reflected in the fact that while most respondents are confident in completing the Practicum successfully, a majority feel fatigued (physically, mentally, and emotionally) and incompetent in carrying out the Practicum, avoiding tasks and Practicum activities that may be caused by other variables. Therefore, further research can be conducted regarding the condition of academic burnout in Practicum students. Additionally, this study can serve as a guide for future Practicum students regarding the conditions that may arise during the Practicum, enabling them to optimize their Practicum preparation. The Social Welfare Science Program at the University of Indonesia can also develop supervision methods by lecturers (school supervisors) for Practicum students that emphasize emotional support (listening to students' grievances and providing motivation/encouragement) related to Practicum implementation."

"Pandemi COVID-19 menyebabkan universitas mulai menerapkan Pembelajaran Jarak Jauh (PJJ) untuk meneruskan aktivitas pembelajaran dari rumah, namun penerapan PJJ kerap terkendala masalah. Hal tersebut akan mempengaruhi kehidupan akademik seorang mahasiswa, terutama penilaian kemampuan diri sendiri dalam aktivitas akademis, atau academic self-efficacy (ASE). Tujuan penelitian ini adalah mengetahui apakah kualitas online learning berperan dalam memprediksi ASE pada mahasiswa angkatan 2018-2020. Hipotesis penelitian ini adalah kualitas online learning memprediksi naik dan turunnya ASE pada mahasiswa. Alat ukur yang digunakan adalah College Academic Self-Efficacy Scale (CASES), alat ukur kualitas online learning buatan Elango, Gudep dan Selvam. Sebanyak 119 mahasiswa angkatan 2018-2020 berpartisipasi dalam penelitian ini, 49 mahasiswa laki-laki dan 70 mahasiswa perempuan. Hasil analisis regresi linear menunjukkan bahwa kualitas online learning mampu memprediksi ASE mahasiswa, dengan naiknya kualitas online learning memprediksi naiknya ASE mahasiswa.

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Abstract. The COVID-19 pandemic has caused universities to start implementing Long Distance Learning (Pembelajaran Jarak Jauh) to continue learning activities from home, but the implementation of PJJ tends to be plagued with issues. This will influence the academic life of a student, especially the self-judgement of their capabilities in academic activities, or academic self-efficacy (ASE). The purpose of this research is to find out whether online learning quality has a role in predicting the ASE of university students of the years 2018-2020. This research hypothesizes that online learning quality can predict the rise and fall of ASE in university students. The measures used are College Academic Self-Efficacy Scale (CASES), an online learning quality scale developed by Elango, Gudep and Selvam. 119 university students of the years 2018-2020 participated in this research, 49 male students and 70 female students. The results of a linear regression analysis shows that online learning quality can predict the ASE of university students, with a rise of online learning quality predicting the rise of ASE"

"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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"Universitas menjadi wadah untuk dapat mengembangkan diri agar mahasiswa dapat menghasilkan performa akademik yang baik. Penelitian ini bertujuan untuk melihat peran antara mindfulness dan academic self-efficacy terhadap performa akademik mahasiswa. Mindfulness diukur menggunakan alat ukur Mindfulness Awareness and Attention Scale MAAS dari Brown dan Ryan 2003 . Academic Self-Efficacy diukur menggunakan alat ukur College Academic Self-Efficacy Scale CASES dari Owen dan Froman 1988. Performa akademik diukur menggunakan skor Indeks Prestasi Kumulatif IPK pada mahasiswa. Partisipan penelitian ini berjumlah 194 Mahasiswa S1 Universitas Indonesia. Berdasarkan hasil analisis perhitungan simple regression dapat disimpulkan bahwa terdapat peran yang positif dan signifikan antara mindfulness R=.160.

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University becomes a place for college students to be able to develop themselves in order to produce good academic performance. This study aims to examine the role between mindfulness and academic self efficacy with students academic performance. Instrument used in this study are Mindfulness Awareness and Attention Scale MAAS from Brown and Ryan 2003 and College Academic Self Efficacy Scale CASES from Owen and Froman 1988. Academic performance is measured using the GPA Grade Point Average students score. Participants of this study amounted to 194 undergraduate students from Universitas Indonesia. Simple Regression analysis result, there is positive and significant role between mindfulness R .160."

"Salah satu proses evaluasi yang dilakukan untuk menentukan kelulusan siswa SMA di Indonesia adalah melalui ujian nasional (UN) dan ujian sekolah berbasis nasional (USBN). UN maupun USBN tidak terlepas dari berbagai kecurangan akademik. Dari berbagai penelitian terdahulu, sebagian besar siswa pernah melakukan kecurangan akademik dalam berbagai bentuk. Terdapat banyak faktor yang memengaruhi perilaku kecurangan akademik diantaranya adalah academic self-efficacy dan takut akan kegagalan. Academic self-efficacy merupakan salah satu prediktor dan memiliki hubungan negatif dengan kecurangan akademik. Di sisi lain, takut akan kegagalan memiliki hubungan positif dengan perilaku kecurangan akademik. Tujuan penelitian ini adalah untuk melihat pengaruh keduanya secara bersama-sama pada perilaku kecurangan akademik. Partisipan dalam penelitian berjumlah 875 siswa SMA kelas 12 dari 146 sekolah, 56 kota dan 22 provinsi di Indonesia. Analisis dilakukan dengan uji multiple regression dan factorial anova. Diketahui bahwa academic selfefficacy dan takut akan kegagalan memiliki pengaruh signifikan yang bertolak belakang terhadap perilaku kecurangan akademik. Takut akan kegagalan ditemukan cenderung memiliki pengaruh yang lebih dominan dibandingkan academic self-efficacy terhadap perilaku kecurangan akademik. Kolaborasi dukungan guru serta orang tua untuk meningkatkan academic self- efficacy dan menurunkan derajat takut akan kegagalan diharapkan dapat mengurangi potensi perilaku kecurangan akademik pada siswa SMA kelas 12.

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One of the evaluation processes carried out to determine high school student graduation in Indonesia is through national examination (UN) and national based school examination (USBN). Both of them are inseparable from possibilities of academic dishonesty behavior. From previous studies, most student had committed academic dishonesty in various forms. There are many factors that influence academic dishonesty including academic self-efficacy and fear of failure. Academic self-efficacy is a predictor and has a negative relation with academic dishonesty. On the other hand, fear of failure has a positive relation with academic dishonesty. The purpose of this study is to find out the effect of both variables collectively on academic dishonesty. Participant in this study were 875 12 grade high school students from 146 schools, 56 cities and 22 provinces in Indonesia. The analysis was performed using multiple regression and factorial anova test. Result showed that academic self-efficacy and fear of failure have a significant and opposite effect on academic dishonesty. Fear of failure tends to have more dominant influence than academic self-efficacy on academic dishonesty behavior. Collaboration of support from teachers and parent to improve academic self-efficacy and reduce fear of failure is expected to minimize the academic dishonesty behavior potential in 12 grade high school student."

"[ABSTRAKPenelitian ini dilakukan untuk mengetahui gambaran mengenai hubungan antara keberfungsian keluarga dan college self efficacy pada mahasiswa tahun pertama di Universitas Indonesia. Keberfungsian keluarga didefinisikan sebagai cara masing-masing anggota keluarga untuk memenuhi peran yang dimiliki dan menjalankan tugas-tugas praktis yang dapat membantu keluarga untuk hidup bersama dan berkembang dari waktu ke waktu. College self efficacy didefinisikan sebagai derajat keyakinan bahwa individu mampu untuk sukses untuk melaksanakan tugas yang berkaitan dengan universitas. Pengukuran keberfungsian keluarga menggunakan alat ukur Family Adaptability and Cohesion Evaluation Scale (FACES) II yang disusun oleh Olson et al. (1982) dan Family Communication Scale (FCS). Pengukuran college self efficacy menggunakan alat ukur College Self Efficacy Inventory (CSEI) yang disusun oleh Solberg et al. (1993). Partisipan penelitian berjumlah 672 mahasiswa tahun pertama di Universitas Indonesia. Melalui teknik statistik Pearson Correlation, diketahui bahwa terdapat hubungan positif antara keberfungsian keluarga dan college self efficacy yang signifikan.

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ABSTRACTThis research was conducted to find the correlation between family functioning and college self efficacy among first year student in Universitas Indonesia. Family functioning defined as the manner in which family members fulfill necessary roles and perform practical tasks that help the family live together and move ahead through time. College self efficacy defined as a student’s degree of confidence that they could successfully complete a given college-related tasks. Family functioning was measured using an instrument named Family Adaptability and Cohesion Evaluation Scale (FACES) II made by Olson et al. (1982) and Family Communication Scale (FCS). College self efficacy was measured using College Self Efficacy Inventory (CSEI) made by Solberg ei al. (1993). Participants of this research were 672 first year student in Universitas Indonesia. The Pearson Correlation indicates positive significant correlation between family functioning and college self efficacy., This research was conducted to find the correlation between family functioning and college self efficacy among first year student in Universitas Indonesia. Family functioning defined as the manner in which family members fulfill necessary roles and perform practical tasks that help the family live together and move ahead through time. College self efficacy defined as a student’s degree of confidence that they could successfully complete a given college-related tasks. Family functioning was measured using an instrument named Family Adaptability and Cohesion Evaluation Scale (FACES) II made by Olson et al. (1982) and Family Communication Scale (FCS). College self efficacy was measured using College Self Efficacy Inventory (CSEI) made by Solberg ei al. (1993). Participants of this research were 672 first year student in Universitas Indonesia. The Pearson Correlation indicates positive significant correlation between family functioning and college self efficacy]"

"Generasi Y di Indonesia menghadapi pasar dunia kerja yang semakin kompetitif dan dituntut untuk meningkatkan kompetensi yang kerap diprediksi dari kinerja akademisnya. Penelitian ini menguji pengaruh kepemimpinan diri terhadap kinerja akademis dengan academic self-efficacy sebagai variabel mediasi. Penelitian ini melibatkan 1063 mahasiswa Generasi Y dari berbagai perguruan tinggi terakreditasi A di seluruh Indonesia dan diolah menggunakan metode Structural Equation Modeling SEM . Hasil penelitian ini menunjukkan adanya pengaruh positif kepemimpinan diri terhadap academic self-efficacy, pengaruh positif academic self-efficacy terhadap kinerja akademis, dan peran mediasi academic self-efficacy pada pengaruh kepemimpinan diri terhadap kinerja akademis.

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Facing an immense competitive job market today, Generation Y in Indonesia are obligated to enhance their competencies which are commonly reflected through their academic performance. This research aims to analyze the effect of self leadership towards academic performance with academic self efficacy as its mediating variable in Generation Y students in Indonesia. This study analyzes 1063 students from various accredited colleges in Indonesia using Structural Equation Modeling SEM. The result shows the positive effect of self leadership towards academic self efficacy, positive effect of academic self efficacy towards academic performance, and confirmed the mediating role of academic self efficacy on the effect of self leadership towards academic performance."