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Abstrak :
Penggemar budaya industri K-Pop semakin banyak bermunculan dari berbagai kalangan, tidak terkecuali remaja. Fenomena terkini menunjukkan bahwa penggemar K-Pop memiliki well-being yang baik. Salah satu faktor yang memengaruhi well-being adalah self-eficacy. Self-eficacy individu dapat berbeda-beda pada setiap domain spesifik dalam kehidupan mereka, salah satunya domain sosial. Penelitian ini melihat hubungan antara social self-eficacy dan well-being menggunakan metode kuantitatif. Karakteristik partisipan penelitian ini adalah remaja berusia 15–19 tahun dan penggemar K-Pop (N = 579). Instrumen yang digunakan dalam penelitian ini adalah Self-Ef icacy Questionnaire for Children dan EPOCH Measure of Adolescents Well-Being. Hasil analisis korelasi Pearson menunjukkan bahwa terdapat hubungan positif yang signifikan antara social self-ef icacy dan well-being (r(579) = .523). Hubungan positif yang signifikan juga ditemukan antara social self-ef icacy dan engagement (r(579) = .184), perseverance (r(579) = .368), optimism (r(579) = .325), connectedness (r(579) = .428), serta happiness (r(579) = .432). Implikasi dari penelitian ini adalah remaja dan orang dewasa di sekitarnya perlu bekerja sama untuk berpartisipasi dalam membangun self-ef icacy pada diri remaja karena semakin baik tingkat self-ef icacy pada domain sosial, maka akan semakin baik pula well-being mereka, dan sebaliknya. ......Fans of the South Korean pop music industry’s culture are increasingly emerging from various backgrounds, including teenagers. Recent phenomena show that K-Pop fans have good well-being. One of the factors that influence well-being is self-efficacy. Individual self-efficacy can vary in each specific domain in their life. This study looks at the relationship between social self-efficacy and well-being using quantitative methods. The participants in this study were adolescents aged 15–19 years and K-Pop fans (N = 579). The instruments used in this study were the Self-Efficacy Questionnaire for Children and the EPOCH Measure of Adolescents Well-Being. The results of the Pearson correlation analysis show that there is a significant positive relationship between social self-efficacy and well-being (r(579) = .523). Significant positive relationship also found between social self-efficacy and engagement (r(579) = .184), perseverance (r(579) = .368), optimism (r(579) = .325), connectedness (r(579) = .428), also happiness (r(579) = .432). The implication of this research is that adolescents and adults around them need to work together to participate in building self-efficacy in adolescents because the better the level of social self-efficacy, the better their well-being will be, and vice versa.

Abstrak :
Penelitian ini bertujuan untuk mengetahui pengaruh pemberian intervensi kelompok dengan pendekatan kognitif-perilaku pada mahasiswa perantau Universitas Indonesia yang memiliki permasalahan dalam penyesuaian diri sosial. Diketahui bahwa social self-efficacy merupakan karakteristik diri yang dapat mempengaruhi penyesuaian diri sosial pada mahasiswa perantau. Melihat dampak masalah dalam interaksi sosial bagi mahasiswa perantau cukup besar dan memungkinkan munculnya permasalahan psikologis lebih berat, peneliti menilai perlu adanya suatu intervensi yang dapat mengatasi permasalahan tersebut dengan meningkatkan social self-efficacy mahasiswa perantau UI. Penelitian ini merupakan penelitian kuasi-eksperimental dengan desain one group pre-post test yang dilakukan terhadap lima orang partisipan. Hasil dari penelitian ini menunjukkan bahwa terjadi peningkatan skor social self-efficacy pada kelima partisipan. Selain itu, dilihat dari hasil kualitatif terjadi pula perubahan pada aspek kognitif dan perilaku. Hal ini tampak dari perubahan penilaian diri partisipan, kemampuan menentang pikiran negatif menjadi pikiran yang lebih rasional. Semua partisipan tampak mengalami perubahan perilaku khususnya dalam hal mulai berinisiatif melakukan interaksi sosial dan ingin terlibat dalam kelompok pertemanan. Melalui penelitian ini, ditemukan pula bahwa intervensi dengan format berkelompok ini dapat memberikan manfaat dan perubahan terhadap kondisi partisipan. Hal ini terjadi karena adanya proses terapeutik melalui belajar dari pengalaman anggota kelompok lainnya. ......This research was made to understand the effect of group therapy using cogntive behavioral approach to sojourner students of University of Indonesia that has social adjustment problem. Social self efficacy known as a traits that can affect social adjustment in sojourner student. Student rsquo s problem in social interaction has negative impact and became a serious psychological problem. Therefore, psychological intervention need to be done to solve the social adjustment problem with increasing social self efficacy to sojourner student of University of Indonesia. This research use quasi experimental as a method with one group pre post test design, by giving group therapy towards five participants. Results of this research shows that social self efficacy increase in all of participants. In qualitative data, the results show that cognitive and behavior aspects in all of participants has changed. In cognitive aspects, shows that belief about self efficacy has changed and participant can dispute their negative thoughts so that they have more rational response. In behavioral aspects, shows that behavior in social interaction has changed, especially in initative to make a social contact and joining the groups. This research also shows that using group therapy has advantages to all participants due to therapeutic effects by learning from others member rsquo s experience.

Abstrak :
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. ......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.