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"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."

"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 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 mendapatkan gambaran mengenai hubungan antara caregiver strain dan caregiving self-efficacy pada ibu selaku caregiver dari anak dengan retardasi mental. Pengukuran caregiver strain menggunakan alat ukur modified caregiver strain index (Thornton & Travis, 2003) dan pengukuran caregiving self-efficacy menggunakan caregiver self-efficacy scale (Boothroyd, 1993). Partisipan berjumlah 40 orang ibu yang memiliki anak yang mengalami retardasi mental. Hasil penelitian menunjukkan terdapat hubungan negatif yang signifikan antara caregiver strain dan caregiving self-efficacy pada ibu selaku caregiver dari anak dengan retardasi mental (r = - 0,360; p = 0,023, signifikan pada L.o.S 0,05). Artinya, semakin tinggi caregiver strain yang dimiliki oleh ibu selaku caregiver dari anak dengan retardasi mental, maka semakin rendah caregiving self-efficacy yang dimilikinya. Untuk itu, disarankan agar ibu sebagai caregiver dari anak dengan retardasi mental mendapatkan intervensi untuk meningkatkan caregiving self-efficacy-nya.

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This study was conducted to find the correlation between caregiver strain and caregiving self-efficacy among mothers as caregivers of mentally retarded child. Caregiver strain was measured using modified caregiver strain index (Thornton & Travis, 2003) and caregiving self-efficacy was measured using caregiver selfefficacy scale (Boothroyd, 1993). The participants of this study are 40 mothers who have mentally retarded child. The result of this study shows that there is a significant negative correlation between caregiver strain and caregiving selfefficacy (r = - 0,360; p = 0,023, significant at L.o.S 0,05). That is, the higher caregiver strain owned by mothers as caregivers of mentally retarded child, the lower caregiving self-efficacy of their. Therefore, the mothers as caregivers for mentally retarded child need to get intervention to increase their caregiving selfefficacy. "

"Penelitian ini bertujuan untuk mengetahui hubungan antara self efficacy dan burnout guru dalam mengajarkan pendidikan kesehatan reproduksi pada siswa berkebutuhan khusus di sekolah dasar inklusif. Pengukuran self efficacy menggunakan alat ukur yang telah dikembangkan, yaitu Norwegian Teacher Self Efficacy for Reprodutive Health Education Scale (NTSES-RHE) dan pengukuran burnout menggunakan alat ukur hasil adaptasi Maslach Burnout Inventory (MBI).Hasil penelitian menunjukkan adanya hubungan negatif signifikan semua dimensi pada self efficacy dengan personal accomplishment pada burnout; keeping discipline pada self efficacy dengan semua dimensi pada burnout. Tidak terdapat perbedaan tingkat self efficacy pada guru berdasarkan data demografis; terdapat perbedaan tingkat burnout pada guru berdasarkan jenis kelamin, lama mengajar, dan pengalaman pelatihan inklusif. Dengan kata lain, kurangnya keyakinan guru dalam mengajarkan pendidikan kesehatan reproduksi cenderung membuat guru memunculkan perasaan kurang efektif pada dirinya dan ketidakyakinanan guru membuat siswa patuh paling berpotensi memunculkan burnout. Pemberian pelatihan kepada guru dalam mengajarkan pendidikan kesehatan reproduksi dapat meningkatkan self efficacy guru dalam mengajarkan pendidikan kesehatan reproduksi; membantu guru menegakkan disiplin dapat menurunkan burnout guru di sekolah dasar inklusif.

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This research was conducted to study the correlation between self efficacy and burnout among teacher in teaching reproductive health education to special need students at inclusive elementary school. Self efficacy was measured using a developed instrument named Norwegian Teacher Self Efficacy for Reproductive Health Education Scale (NTSES-RHE); and burnout was measured using a modification instrument named Maslach Burnout Inventory (MBI).The results showed negative significant correlation between all of self efficacy dimentions and personal accomplishment in burnout; keeping discipline in self efficacy with all of burnout dimentions. There is no difference in teacher self efficacy level according to demographic data. There are differences in teacher burnout level according to gender, length of teaching, and inclusive training experience. It means, the lack of teacher self efficacy in teaching reproductive health education tend to make teacher feel uneffective; the lack of keeping discipline is the most potential burnout cause. Giving a reproductive health education training can improve teacher self efficacy in teaching reproductive health education; and help teacher keep discipline can reduce teacher burnout at inclusive elementary school."

"Peran bystander dalam kejadian bullying sangat penting karena perilaku mereka lebih mudah dirubah dibandingkan perilaku dari pelaku yang agresif atau korban. Dalam penelitian ini ingin diketahui hubungan antara self efficacy, outcome expectancy, dan outcome values dari siswa SMA jika mereka menjadi bystander dalam situasi bullying. Partisipan penelitian ini terdiri dari 92 orang siswa tingkat Sekolah Menengah Atas di Jakarta dan Bekasi yang berumur 16 sampai 18 tahun. Penelitian ini menggunakan alat ukur yang berasal dari terjemahan kuesioner yang digunakan oleh Pöyhönen, Juvonen dan Salmivalli (2012). Variable bebas adalah Self Efficacy, Outcome Expectancy dan Outcome Values; sedangkan variabel terikat adalah respons sebagai bystander yaitu menjadi defender untuk korban, outsider atau reinforcer dari pelaku bullying. Hasil yang diperoleh menunjukkan bahwa korelasi antara respons sebagai bystander dengan self efficacy, outcome expectancy dan outcome values signifikan. Walaupun ada korelasi antara Self efficacy, Outcome expectancy dan Outcome values dengan respon mendukung pelaku (reinforcer) atau diam saja (outsider) namun hasil penelitian ini berbeda dengan penelitian Pöyhönen dkk (2012), karena korelasi antara Self efficacy, Outcome expectancy dan Outcome values dengan respon mendukung pelaku (reinforcer) atau diam saja (outsider) negatif. Oleh karena itu perlu penelitian lebih lanjut yang berkaitan dengan variabel-variabel ini.

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Bystander’s role in bullying situation is very important for intervention because it is easier to change the bystander attitude than the perpetrator or the victim. The purpose of this research is to know if there is correlation between high school student perception of their self efficacy, outcome expectancy, and outcome values with their responses as bystander to defend victim, be an outsider or to side up with the bully. Participants are 92 students in senior high school in Jakarta and Bekasi that has a range from 16 to 18 year old. This research used the translation of the instrument that has been developed by Pöyhönen, Juvonen and Salmivalli (2012). Independent variable of this research is self efficacy, outcome expectancy and outcome values; meanwhile dependent variable of this research is the bystander’s response that can be explained such as bystander to defend victim, bean outsider or to side up with the bully. The result shows that correlation between

high school student perception of their self efficacy, outcome expectancy, and outcome values with their responses as bystander to defend victim, be an outsider or to side up with the bully is significantly even there is some result show negative. The result of this research shows some different outcome compared with Pöyhönen et al (2012) study, because there is negative correlation between the variable. It is suggested to do more research involving the variables."

"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."

"Mahasiswa yang berada pada tingkat akhir memiliki tingkatan stress yang lebih tinggi dibandingkan mahasiswa pada tahun pertama. Mereka tidak hanya dihadapkan pada tuntutan yang tinggi terkait dengan akademis tetapi juga pada keputusan karirnya setelah kelu \lusan. Penelitian ini bertujuan untuk melihat hubungan antara optimisme dan efikasi diri pengambilan keputusan karir pada mahasiswa tingkat akhir Universitas Indonesia. Pengumpulan data dilakukan dengan menyebarkan kuesioner secara langsung kepada 365 mahasiswa tingkat akhir Universitas Indonesia yang telah memperoleh jumlah credit tidak kurang dari 96 credit. Optimisme diukur dengan menggunakan alat ukur Life Orientation Test-Revised (LOT-R) yang dikembangkan oleh Scheier, Carver dan Bridges (1994) yang diadaptasi oleh Tasha (2011). Sedangkan efikasi diri dalam pengambilan keputusan karir diukur dengan menggunakan alat ukut Career Decision Self Efficacy-Sort Form (CDSE-SF) yang dikembangkan oleh Taylor dan Betz (1996) dan telah diadaptasi oleh Sawitri (2008). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara optimisme dengan efikasi diri pengambilan keputusan karir (r = +.306,p< .01). Dalam analisis tambahan juga ditemukan skor CDSE pada mahasiswa laki laki lebih tinggi daripada perempuan. Akan tetapi, tidak ditemukan perbedaan antara skor optimisme berdasarkan jenis kelamin dan rumpun ilmu pengetahuan.

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The stress levels of senior year college students are higher than first-year students. Seniors are not only stressed with higher demands of academic responsibility but also the career decision making after graduating. They are given transition demands of graduation and job placement. Thus, this research was conducted to examine the correlation between optimism and career decision making self efficacy among senior year college students. In study, 365 senior year college students of University Indonesia who has achieved not less than 96 credit were assessed by using self report quesionaire. Optimism was measured by Life Orientation Test-Revised (LOT-R) constructed by Scheir, Carver and Brudges and adapted by Tasha (2011). While Career decision making self efficacy was measured by Career Decision Making Self Efficacy-Short Form (CDSE-SF) constructed by Taylor and Betz (1996) and adapted by Sawitri (2008) . The result indicated significant positive correlation between optimism and career decision making self efficacy (r = .306, p< .01). Furthermore, another result also revealed that male students obtained higher score on career decision making self efficacy than female students. However, there is no significant mean differences of optimism found on gender and department of study."

"Stres akademik merupakan permasalahan yang sering dialami mahasiswa, tak terkecuali mahasiswa yang tinggal di Pondok Pesantren. Kondisi ini merupakan tekanan akibat dari proses belajar yang dapat memberi pengaruh pada aspek fisik maupun psikologis. Penelitian terdahulu mengungkapkan sejumlah variabel yang dapat mengurangi stres akademik, diantaranya adalah variabel efikasi diri akademik dan pola pikir positif. Husnudzan sebagai pola pikir positif dalam islam, dipandang memiliki pengaruh pada berbagai aspek psikologis seperti kesehatan mental, resiliensi, penerimaan diri dan kecemasan. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan menyebarkan adaptasi skala stres akademik (SSI), skala husnudzan dan skala efikasi diri akademik (TASES). Uji validitas dan reliabilitas telah dilakukan pada ketiga skala tersebut, dengan nilai 0.922 dan 0.959 untuk skala stress akademik, 0.876 dan 0.796 untuk skala husnudzan serta 0.905 dan 0.951 untuk skala efikasi diri akademik. Analisis data dilakukan dengan melakukan uji korelasi dan uji mediasi. Partisipan dalam penelitian ini berjumlah 80 mahasiswa Universitas Islam Negeri Bandung. Hasil penelitian menunjukkan adanya korelasi yang signifikan pada variabel husnudzan dan efikasi diri (r = 0.480 dengan p < 0.01). Sedangkan pada variabel lainnya tidak terdapat korelasi yang signifikan, dengan nilai r = -0.147 (p = 0.193) untuk efikasi diri akademik dan stres akademik, serta r = -0.169 (p = 0.135) untuk husnudzan dan stres akademik. Berdasarkan uji mediasi, hasil penelitian menunjukkan efikasi diri akademik tidak berperan sebagai mediator dalam hubungan husnudzan dan stres akademik dimana nilai yang diperoleh pada indirect effect adalah -0.0944, yang memiliki rentang antara BootLLCI (-0.3656) dan BootULCI (0.1986) melewati nilai 0.

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Academic stress is a problem experienced mostly by students including those who live in Islamic boarding schools. This condition happens because of the learning process presssure which can affects them physically and psychologically. Many previous studies examined a number of variables that can reduce academic stress, including the variables of academic self-efficacy and positive mindset. Husnudzan, a positive mindset in Islam, is considered to have an influence on various psychological aspects such as mental health, resilience, self-acceptance and anxiety. The method used in this study is a quantitative method by distributing the adaptation of the academic stress scale (SSI), the husnudzan scale and the academic self-efficacy scale (TASES). The validity and reliability scores are 0.922 and 0.959 for academic stress scale, 0.876 and 0.796 for husnudzan scale, also 0.905 and 0.951 for academic self-efficacy scale. Data analysis was carried out by conducting correlation and mediation analyses. A total of 80 undergraduate students from State Islamic University of Sunan Gunung Djati Bandung (UIN Bandung) participated in the study. The results demonstrated that husnudzan significantly correlated with academic self-efficacy (r = 0.480 and p<0.01). In contrast, there was no significant correlation not only on academic self-efficacy and stress academic r = -0.147 (p = 0.193) but also on husnudzan and stress academic r = -0.169 (p = 0.135). The mediation test results showed that academic self-efficacy could not mediate the relationship between husnudzan and academic stress with indirect effect score -0.0944 (BootLLCI = -0.3656 and BootULCI = 0.1986)."