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Abstrak :
Pengasuhan merupakan salah satu faktor yang krusial dalam perkembangan executive function EF anak usia dini. Meskipun demikian, penelitian-penelitian yang telah dilakukan sebelumnya hanya fokus kepada figur ibu dan mengabaikan peran dari pengasuhan ayah. Selain itu, masih sangat sedikit penelitian yang mempelajari peran pengasuhan ibu dan ayah secara bersamaan dalam kaitannya dengan performa EF anak di periode usia dini. Tujuan dari penelitian ini adalah untuk mempelajari kontribusi pengasuhan autonomy support dan control dari ibu dan ayah terhadap performa EF anak usia 4-6 tahun. Sebanyak 108 anak bersama kedua orang tuanya mengikuti kegiatan penelitian ini. Keterampilan EF anak diukur melalui 3 tes performa sementara kualitas pengasuhan ibu dan ayah diobservasi melalui kegiatan interaksi bersama anak dalam mengerjakan balok dan puzzle. Autonomy support ibu memprediksi keterampilan EF anak, dengan mengontrol variabel usia anak, tingkat pendidikan orang tua dan tingkat ekonomi keluarga. Di sisi lain, control ayah memberikan kontribusi negatif kepada EF anak setelah mengontrol kovariat dan pengasuhan ibu. Pengaruh pengasuhan ibu dan ayah terhadap komponen-komponen EF secara terpisah juga ditemukan. Penelitian ini memberikan informasi penting tentang pentingnya pengasuhan ibu dan ayah terhadap perkembangan EF anak di periode usia prasekolah. ......Parenting is one of the crucial factors in the early children executive function EF development. Nonetheless, numerous researches realetd to EF children development, had focused only on the mother figures, omitting that of father's. On top of that, there is still a limited number of studies covering the uprearing of both mothers and fathers in relation to the EF performance in early aged children. The current study investigated the contribution of mothers and fathers rsquo autonomy suppot and control to 4 6 year old children's EF performance. 108 chilren with both their parents participated in this study. Children's EF performance were measured using 3 performance tests, while the parenting styles from mother and father were observed thorugh their interaction in block and puzzle activities. It was revealed that mother's autonomy support could predict children's EF, taking into account their age, parents rsquo education level, and family social economic status. On the other hand, father's control had a negative contribution to children's EF after controlling covariate variables and mother's parenting styles. The impact of mother and father parenting styles to separated EF components were also found. This study gave new insights regarding the importance of mother and father parentings to EF development in preschool children.

Abstrak :
Latar belakang: Pergeseran teori motivasi kuantitas menjadi kualitas, yaitu self-determination theory (SDT) telah merubah paradigma staf pengajar pendidikan kedokteran tentang motivasi. Menurut SDT, motivasi otonomi (MO) merupakan variabel penting dalam meningkatkan prestasi akademik mahasiswa kedokteran dan MO sangat berpotensi untuk ditingkatkan atau dilemahkan oleh hubungan interpersonal antara tutor dengan mahasiswa selama proses pembelajaran. Tujuan penelitian untuk merumuskan hubungan motivasi otonomi dan dukungan otonomi tutor dengan prestasi akademik mahasiswa kedokteran. Metode: Penelitian cross-sectional dilaksanakan di FK-UPH pada bulan Januari-Maret 2016 dan melibatkan seluruh angkatan 2015 (total sampling) yang mengikuti diskusi tutorial problem-based learning Blok Fundamental Medical Science (FMS). Data motivasi otonomi dan dukungan otonomi tutor diperoleh dari Learning Self-Regulation Questionnaire dan Learning Climate Questionnaire. Data prestasi akademik mahasiswa didapat dari nilai ujian FMS (multiple choice questions). Hasil: Data yang diperoleh secara lengkap sejumlah 199 orang. Penelitian menunjukkan 79,4% mahasiswa memiliki MO dan mendapat dukungan otonomi tutor yang tinggi, yaitu sebesar 5,22 dari total skor 7. Hasil analisis regresi linier multipel menunjukkan peningkatan MO mahasiswa sejalan dengan peningkatan prestasi akademik mahasiswa. Kedua, prestasi akademik mahasiswa akan menurun jika mendapat peningkatan dukungan otonomi tutor. Ketiga, terdapat hubungan MO dan dukungan otonomi tutor secara bersamaan terhadap prestasi akademik. Kesimpulan: Motivasi otonomi dan dukungan otonomi tutor berperan menentukan prestasi akademik mahasiswa. Namun, dukungan otonomi tutor tanpa disertai structure kepada mahasiswa dengan latar belakang pendidikan teacher-centered dan keterampilan belajar mandiri yang rendah dapat menurunkan prestasi akademik mahasiswa. ......Background: A transformation in motivation theory from quantity to quality, such as self-determination theory (SDT) has changed the paradigm of medical educators. In accordance with SDT, autonomous motivation (AM) is an important variable in improving medical students? academic achievement and AM has a possibility to be augmented or diminished by interpersonal relationships between tutors and students during learning activities. This study is aimed to assess the relationship between AM and tutors? autonomy support with students? academic achievement. Methods: This study was conducted between January 2016 and March 2016 at the UPH medical school; and all medical students from 2015 class (total sampling) participated in problem-based learning tutorial discussion for Fundamental Medical Science (FMS) Block. Learning Self-Regulation Questionnaire and Learning Climate Questionnaire were distributed to assess students? AM and tutors? autonomy support. Students? academic achievement data was obtained from the score of FMS assessment (multiple choice questions). Results: The final data was completed by 199 students. About 79,4% of the students were autonomously motivated and the score of perceived tutors? autonomy support was high (5.22 out of 7). The results of multiple regression analysis indicated that first, AM was consistent with students? academic achievement. Second, the augmentation of tutors? autonomy support resulted in the diminished students? academic achievement. Third, there was a concurrent association between AM and tutors? autonomy support with academic achievement. Conclusion: Students? autonomous motivation and tutors? autonomy support are necessary for academic achievement. However, tutors? autonomy support itself without structure will diminish students? academic achievement especially in students with teacher-centered educational background and poor self-regulated learning skills.

Abstrak :
Riset tentang kontribusi kualitas pengasuhan orangtua terhadap perkembangan Executive Function (EF) anak sudah banyak dilakukan. Hanya saja, dari riset tersebut belum bisa diketahui dengan jelas jenis pengasuhan mana yang lebih efektif untuk mendukung perkembangan EF. Di samping itu, penelitian terkait peran pengasuhan ayah juga masih terbatas. Penelitian ini dilakukan untuk mengetahui kontribusi pengasuhan ayah (Autonomy Support dan Control) dan kondisi perkembangan anak (Tipikal dan Autism Spectrum Disorder) terhadap EF. Terdapat 31 orang partisipan ayah dan anak berusia 48-96 bulan (22 orang anak dengan perkembangan tipikal dan 9 orang anak dengan Autism Spectrum Disorder) yang ikut terlibat dalam penelitian ini. Hasil penelitian ini menunjukkan bahwa hanya kondisi perkembangan anak yang memberikan kontribusi terhadap EF. Selain itu, pengasuhan control ayah dan kondisi perkembangan anak berkontribusi terhadap komponen cognitive flexibility. Hasil dari penelitian ini dapat memperkaya informasi untuk orangtua terkait penerapan pengasuhan yang efektif dalam meningkatkan kemampuan EF anak sesuai dengan kondisi perkembangannya. ......Numerous research on the contribution of parenting quality to child's Executive Function (EF) has been carried out. However, those researches did not show which type of parenting that promotes child's EF development. Furthermore, research related to the role of father's parenting has not been thoroughly investigated. This study was conducted to determine the contribution of the father's parenting (autonomy support and control) and the child's developmental condition (typically developed and Autism Spectrum Disorder) on the EF. A total of thirty-one father and child participated in this study (22 typically develop children and 9 children with Autism Spectrum Disorder). The study found that only child's developmental conditions was significantly contributing to EF. In addition, the father's parenting control and child's developmental conditions has significant contribution to cognitive flexibility. This result can enrich the information for parents related to types of parenting style that is effective in improving the child's EF in accordance with the child's developmental conditions.

Abstrak :
ABSTRAK
Belum terpenuhinya kebutuhan SDM mendorong Badan Standardisasi Nasional (BSN) untuk menemukan solusi atas permasalahan terkait role overload dan efeknya terhadap organizational citizenship behavior (OCB). Tujuan penelitian ini adalah untuk memeriksa pengaruh role overload terhadap OCB pegawai BSN yang dimediasi oleh emotional exhaustion serta dimoderasi oleh dukungan otonomi dari atasan. Model penelitian disusun berdasarkan teori Conservation of Resource dan teori Self-Determination. Seluruh responden penelitian ini merupakan pegawai tetap BSN. Pengumpulan data dilakukan dengan menggunakan survei online dan analisis data dilakukan dengan menggunakan SEM-PLS. Berdasarkan hasil pengolahan 212 data pegawai BSN diperoleh hasil yang mendukung model hipotesis dan menjelaskan hubungan antarvariabel penelitian. Role overload diketahui memiliki pengaruh negatif dan tidak langsung terhadap OCB melalui emotional exhaustion, dan dukungan otonomi dari atasan sebagai penyangga efek negatif dari role overload terhadap emotional exhaustion, serta secara tidak langsung terhadap OCB. Hasil ini membantu kita untuk memahami variabel intervening yang menjelaskan hubungan negatif antara OCB dan challenge stressors. Selain itu, hasil penelitian ini memberikan informasi mengenai praktik manajerial pada instansi pemerintahan untuk mengurangi efek negatif dari role overload.

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ABSTRACT
The lack of human resources encourages the National Standardization Agency (BSN) to find solutions to role overload problems and their effect on the organizational citizenship behavior (OCB). The objective of this research is to examine the influence of role overload on OCB of BSN employees, mediated by emotional exhaustion and moderated by supervisor autonomy support. The proposed model was built based on the Conservation of Resource theory and the theory of Self-Determination. All of the participants in this study were permanents employees of BSN. Data were collected using an online survey, and all analyses were carried out using SEM-PLS. Based on the study of 212 employees from BSN, the results provide support for a hypothetical model that determines the correlation among all variables. The role overload was found to have an indirect and negative effect on OCB through emotional exhaustion, and supervisor autonomy support was found to buffer the negative relationship between role overload and emotional exhaustion, and indirectly to OCB. These findings help us to understand the intervening variable that explain the negative relationship between OCB and challenge stressors. Furthermore, this findings provide information about managerial practices at government agencies to reduce the negative effects of role overload.

Abstrak :
Kompetensi sosial merupakan tugas perkembangan yang krusial serta perlu untuk dioptimalkan bagi anak usia prasekolah karena pada rentang usia ini terjadi peningkatan kompleksitas dan variasi interaksi sosial. Penelitian sebelumnya sudah menemukan bahwa stres pengasuhan dan perilaku pengasuhan orangtua secara signifikan memengaruhi perkembangan kompetensi sosial anak usia prasekolah. Hanya saja, mekanisme hubungan antara stres pengasuhan, perilaku pengasuhan orangtua, dan perkembangan kompetensi sosial anak belum banyak diteliti. Penelitian kali ini bertujuan untuk mempelajari peran autonomy support Ibu sebagai mediator dalam hubungan antara stres pengasuhan dan kompetensi sosial anak prasekolah. Metode convenience sampling digunakan untuk merekrut partisipan. Terdapat 56 anak usia 48-72 bulan beserta Ibunya yang berpartisipasi dalam penelitian ini. Autonomy support Ibu diobservasi melalui kegiatan interaksi bersama anak dalam mengerjakan puzzle. Kompetensi sosial anak diukur dengan kuesioner Preschool and Kindergarten Behavior Scale – Skala A yang diisi oleh orangtua, sedangkan stres pengasuhan diukur dengan kuesioner Parental Stress Scale. Hasil menunjukkan bahwa autonomy support memediasi penuh hubungan stres pengasuhan dan kompetensi sosial anak usia prasekolah. Penelitian ini memperluas temuan sebelumnya tentang pengaruh tidak langsung stres orang tua terhadap kompetensi sosial anak prasekolah yang dimediasi oleh perilaku pengasuhan autonomy support. Hasil penelitian ini dapat menjadi dasar bagi profesional untuk mengembangkan program intervensi yang berfokus pada peningkatan kemampuan Ibu untuk mengelola stres pengasuhan serta peningkatan keterampilan pengasuhan autonomy support. ......Social competence is a crucial developmental task for preschool children that needs to be optimized due to the increasing complexity and variety of the social interactions. Research has revealed the significance of parental stress and parenting behavior in influencing the development of social competence during the preschool period. Nonetheless, the mechanism of relationship between parental stress, parenting behavior, and child's social competence development has not been well explored. Furthermore, limited studies have investigated the mediating role of mother’s parenting practice in the relationship between parental stress and child's social competence. This research aims to explore the role of mother’s autonomy support as one of parenting behavior as a mediator in the relationship of parental stress and preschool child's social competence. Children aged 48-72 months old (N = 56) and their mothers participated in the current study. Children's social competence and parents' level of parental stress were measured through two different parent-report questionnaires, Preschool and Kindergarten Behavior Scale – Skala A dan Parental Stress Scale. Mother’s autonomy support was observed during the dyadic interaction between the mother and the child in the context of structured play. Data collection and observations are conducted online. Results indicate that mother’s autonomy support fully mediates the relationship of parental stress and preschool children's social competence. This research extends previous studies about the indirect effect of parental stress on preschool children's social competence mediated by parenting behavior in a pandemic condition. The results of this study can become a basis for professionals to develop program interventions that focus on increasing mothers' ability to manage parenting stress and increase the level of autonomy support.

Abstrak :
Setelah pandemi covid-19, peserta didik kembali belajar secara tatap muka di sekolah. Hanya saja terdapat permasalahan pada keterlibatan belajar peserta didik dalam menjalani proses belajar di kelas. Peserta didik dinilai memerlukan kemampuan keterlibatan belajar secara proaktif agar mampu menjalani proses pembelajaran secara efektif. Teacher autonomy support dan peer relatedness berperan pada keterlibatan proaktif peserta didik dalam menerima instruksi, berinisiatif dan menyuarakan pendapat di dalam kelas. Penelitian ini bertujuan untuk memahami peran peer relatedness sebagai moderator hubungan antara teacher autonomy support dan agentic engagement peserta didik SMA. Penelitian ini dilakukan pada 409 partisipan dari peserta didik SMA yang aktif belajar di sekolah. Alat ukur yang digunakan dalam penelitian ini adalah Agentic Engagement Scale (AES), Learning Climate Questionnaire (LCQ) dan The Youth Relatedness Scale (TYRS) yang sudah diadaptasi dan diterjemahkan ke dalam bahasa Indonesia serta dimodifikasi sesuai dengan konteks penelitian. Berdasarkan perhitungan Moderated Regression Analysis (MRA), menunjukkan bahwa peer relatedness memiliki peran sebagai moderator dalam hubungan teacher autonomy support dan agentic engagement. Peer relatedness yang dirasakan peserta didik dapat memperkuat atau memperlemah hubungan antara teacher autonomy support dan agentic engagement peserta didik SMA setelah pandemi covid-19 (F hitung 241.825. p<0.05). ......After the Covid-19 pandemic, students returned to learning face-to-face at school. It's just that there are problems with students' learning involvement in the learning process in class. Students are assessed as requiring the ability to engage in proactive learning to be able to carry out the learning process effectively. Teacher autonomy support and peer relatedness play a role in students' proactive involvement in receiving instructions, taking initiative, and voicing opinions in the classroom. This research aims to understand the role of peer relatedness as a moderator of the relations between teacher autonomy support and agentic engagement of high school students. This research was conducted on 409 participants from high school students who were actively studying at school. The measuring tools used in this research are the Agentic Engagement Scale (AES), the Learning Climate Questionnaire (LCQ), and the Youth Relatedness Scale (TYRS) which have been adapted and translated into Indonesian and modified according to the research context. Based on Moderated Regression Analysis (MRA) calculations, show that peer relatedness has a role as a moderator in the relations between teacher autonomy support and agentic engagement. Peer relatedness felt by students can strengthen or weaken the relations between teacher autonomy support and agentic engagement of high school students after the COVID-19 pandemic (F count 241.825. p<0.05).

Abstrak :
ABSTRAK
Penelitian ini ingin mengetahui pengaruh otonomi yang direpresentasikan oleh variabel job autonomy dan autonomy support terhadap turnover intention pada karyawan di bidang teknologi informasi melalui mediasi psychological empowerment. Penelitian ini mengambil data 150 karyawan di bidang teknologi informasi yang berasal dari empat perusahaan di Jakarta. Data diuji dengan menggunakan metode Structural Equation Modeling. Hasil penelitian menemukan job autonomy tidak berpengaruh signifikan dan autonomy support berpengaruh signifikan terhadap turnover intention. Psychological empowerment menunjukkan perannya sebagai mediator bagi job autonomy walaupun pengaruh yang dihasilkan tidak signifikan.

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ABSTRACT
The aim of the study was to find out the effect of autonomy, which represented by job autonomy and autonomy support towards turnover intention on information technology workers by mediation of psychological empowerment. This research took the data of 150 information technology workers from four companies in Jakarta. The data was analyzed by using Structural Equation Modeling method. The study found no significant effect of job autonomy and a significant effect of autonomy support towards turnover intention. Psychological empowerment demonstrates its roles as a mediator for job autonomy although the effect was not significant.;

Abstrak :
Penelitian ini mengukur hubungan antara tiga variabel yaitu autonomy support, strengths use, dan harmonious passion secara korelasional.Industri kreatif menunjukkan peranan penting dalam sebagai roda dalam perekomian Indonesia  (Sugiarto, 2018). Pada era industri kreatif, kreativitas menjadi sebuah modal penting bagi karyawan untuk dapat bersaing. Harmonious passion kemudian ditemukan sebagai faktor yang memengaruhi kreativitas seseorang  (Liu, Chen, dan Yao, 2011). Dengan demikian penelitian saat ini ditujukan untuk mengetahui faktor pembentuk harmonious passion sehingga dapat memengaruhi kreativitas. Peneliti berhipotesis bahwa strengths use dapat memediasi hubungan antara autonomy support dan harmonious passion. Penelitian ini melibatkan karyawan penuh waktu yang bekerja di bidang industri kreatif (N = 133). Alat ukur yang digunakan adalah Work Climate Questionnaire, Passion Scale, dan Strengths Use Scale. Hasil penelitian menunjukkan bahwa terdapat efek langsung antara autonomy support terhadap harmonious passion ( = 0,42,>p < 0,05), efek tidak langsung antara autonomy support terhadap harmonious passion melalui strengths use (>ab) sebesar 0,12, p < 0,05), dan total efek (c) autonomy support, strengths use, dan harmonious passion sebesar 0,54 , p < 0,05. Akhirnya, dapat disimpulkan bahwa strengths use dapat memediasi hubungan antara autonomy support dan harmonious passion secara parsial.

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This study measures the relationship between three variables, namely autonomy support, strengths use, and harmonious passion in a correlational study. The creative industry shows an important role in Indonesias economy (Sugiarto, 2018). In the era of the creative industry, creativity is an important thing for employees to be able to compete. Harmonious passion is found as a factor that influences a persons creativity (Liu, Chen, and You, 2011). Thus the study aimed to find out the forming factors of the harmonious passion that influence creativity. The researcher hypothesizes that strengths use can mediate the relationship between autonomy support and harmonious passion. This study involves full-time employees working in the creative industry (N = 133). Measuring instruments used by the Work Climate Questionnaire, Passion Scale, and Use Scale Strengths. . The results showed that there was a direct effect between autonomy support for harmonious passion (c = 0.42, p <0.05), the indirect effect of autonomy support on harmonious passion through strengths use (ab) of 0.12, p < 0.05), and the total effect (c) of autonomy support, strengths use, and harmonious passion is 0.54, p <0.05. Finally, it can be concluded that strengths use can mediate the relationship between autonomy support and harmonious passion partially.

Abstrak :
Penelitian ini bertujuan untuk mengetahui peran moderasi leader autonomy support terhadap hubungan cognitive flexibility dan calling melalui mediasi job crafting. Penelitian ini mengambil data dengan menyebarkan survei online pada karyawan yang telah bekerja minimal satu tahun di Perusahaan X. Melalui teknik convenience sampling diperoleh karyawan sebanyak 140 orang. Penelitian ini menggunakan teknik analisa data moderation model (PROCESS model 14) dengan menggunakan program SPSS. Hasil penelitian menunjukkan bahwa leader autonomy support memoderasi hubungan tidak langsung antara cognitive flexibility terhadap calling melalui job crafting. Selain itu, hasil penelitian ini dapat menjelaskan hubungan antara cognitive flexibility, job crafting, leader autonomy support, dan calling dengan menggunakan perspektif career construction theory. Perusahaan diharapkan untuk lebih memahami faktor individu dan situasi dalam penemuan calling karyawan. Selain itu, dalam proses penemuan calling, atasan memiliki peran penting dalam memberikan dukungan pada job crafting yang dilakukan karyawan. ......This study aims to examine the moderating role of leader autonomy support in the indirect relationship between cognitive flexibility and calling through job crafting. Data were collected through an online survey from employees who have been working at a private company for a minimum of one year. Using a convenience sampling method, data were collected from a total of 140 respondents. Data were analyzed in SPSS using a moderated mediation model (Hayes, 2013). Results indicated that leader autonomy support moderated the indirect association between cognitive flexibility and calling via job crafting. This study illustrates the complex relationship between cognitive flexibility, job crafting, and leader autonomy support as the antecedents of calling by drawing on career construction theory. Companies are expected to put more effort into understanding the role of individual and situational factors in their employees’ journey toward finding a calling. Specifically, leaders’ support for employees’ job crafting should be strengthened to facilitate employees in discerning their work as a calling.

Abstrak :
Penelitian ini bertujuan untuk melihat efektivitas program peningkatan keterampilan dasar dukungan kemandirian pengasuh TPA anak usia 18-36 bulan. Program tersebut berupa pelatihan yang dilakukan pada kepada 29 pengasuh TPA di daerah Jakarta Selatan. Pelatihan pada penelitian ini menggunakan dasar experiential learning. Pemilihan subjek menggunakan teknik accidental sampling. Pelatihan ini dilakukan sebanyak 5 sesi dalam waktu 2 hari. Penelitian ini merupakan penelitian dengan one group pre-test post-test design, yakni hanya memiliki satu kelompok perlakukan tanpa kelompok kontrol. Instrumen penelitian yang digunakan pada pretest dan post-test mengukur keterampilan dasar dukungan kemandirian yang mengadopsi dari 18 praktik dukungan kemandirian Côté-Lecaldare, Joussemet dan Dufour yang kemudian dirancang oleh peneliti. Hasil pre-test dan post-test 1 diuji dengan non prametric Wilcoxon Signed Rank menunjukkan level signifikansi p.value 0,000 (<0,05). Perilaku stabil hingga post-test 2, uji non parametric Wilcoxon Signed Rank pada pre-test dan post-test 2 menunjukkan level signifikansi p.value 0,000 (<0,05). Hasil tersebut menunjukkan terdapat perbedaan yang signifikan antara hasil pre-test dengan post-test 1 dan post-test 2. Dengan demikian dapat disimpulkan bahwa program peningkatan keterampilan dasar dukungan kemandirian efektif dalam meningkatkan keterampilan dasar dukungan kemandirian pengasuh TPA terhadap anak usia toddler.

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This study aims to look the effectiveness of autonomy support basic skills improvement program to daycare caregiver of children aged 18 - 36 months. This program was in the form of training conducted for 29 TPA caregivers in the South Jakarta area. Training in this study used the basis of experiential learning. Subject were selected using accidental sampling technique. This training was conducted in 5 sessions in 2 days. This study is a study with one group pre-test post-test design, which only has one treatment group without a control group. The research instrument used in the pretest and post-test measures the autonomy support basic skills adopted from 18 autonomy support practices Côté-Lecaldare , Joussemet dan Dufour which were then designed by the researcher. The results of pre-test and post-test 1 were tested with a non prametric Wilcoxon Signed Rank showing a significance level of p.value 0,000 (<0.05). Stable behavior until post-test 2, non-parametric Wilcoxon Signed Rank test on pre-test and post-test 2 showed a significance level of p.value 0,000 (<0.05). These results indicate that there are significant differences between the pre-test and post-test 1 and post-test 2. Thus it can be concluded that the autonomy support basic skills improvement program is effective in enhancing autonomy support basic skills of caregiver to toddler.