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"Penelitian ini bertujuan untuk mengetahui peran mediasi pemenuhan kebutuhan dasar psikologis terhadap hubungan antara persepsi dukungan makna belajar dari dosen dan keterlibatan belajar mahasiswa. Jawaban dari hasil penelitian ini penting untuk dapat meningkatkan kualitas keterlibatan belajar, yang mampu menjadi intervensi awal dalam menekan angka putus kuliah. Penelitian ini termasuk jenis penelitian kuantitatif, dengan teknik pengumpulan data melalui kuesioner, dengan partisipan sebanyak 736 mahasiswa tingkat satu. Alat ukur yang digunakan pada penelitian ini adalah Engagement Learning Index untuk mengukur keterlibatan belajar, Personal Meaning Profile untuk mengukur persepsi dukungan makna belajar mahasiswa dari dosen dan Basic Psychological Needs Scale untuk mengukur pemenuhan kebutuhan dasar psikologis. Data yang terhimpun dianalisis menggunakan regresi mediasi Hayess. Hasil penelitian ini menunjukkan bahwa pemenuhan kebutuhan psikologis secara signifikan memediasi secara parsial terhadap hubungan antara persepsi dukungan makna belajar dari dosen dan keterlibatan belajar mahasiswa. Temuan dari penelitian ini memperlihatkan bahwa dukungan makna belajar dari dosen berperan penting dalam memenuhi kebutuhan dasar psikologis untuk meningkatkan kualitas keterlibatan belajar mahasiswa.

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The study aimed to answer, 'Is the fulfillment of basic psychological needs can be mediator between teacher's meaning support in learning and student engagement'. The answer of this research is important to improve the quality of student engagement, that can be the first intervention in reducing the drop out rate.

This is quantative reasearch with self report quesionnaire. 736 participans on first rate student. The measuring instruments are Engagement Learning Index to measure student engagement, Personal Meaning Profile to measure the perception teacher's meaning support in learning and Basic Psychological Needs Scale to measure the fulfillment of basic psychological needs. The collected data were analyzed using Hayess mediation regression.

The result of this research revealed that fulfillment of psychological needs significantly became a partial mediator between the perception teacher's meaning support in learning and Student Engagement. Finding from this study show that teachers have an important role in meeting basic psychological needs, to improve the quality of student engagement."

"[Penelitian ini bertujuan untuk mengetahui apakah pemenuhan kebutuhan dasar psikologis berperan sebagai mediator dalam hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa. Data penelitian dikumpulkan melalui kuesioner lapor diri yang diisi oleh 391 siswa Sekolah Menengah Pertama (SMP) kelas 7 dan kelas 8 dari tiga SMP Negeri di Depok. Hasil analisa mediasi menunjukkan bahwa hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa dimediasi secara parsial oleh pemenuhan kebutuhan dasar psikologis. Hasil penelitian tersebut mengindikasikan bahwa pemenuhan kebutuhan dasar psikologis siswa di kelas berperan dalam menjelaskan hubungan antara persepsi siswa mengenai iklim emosional kelas dan keterlibatan siswa.

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The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.;The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.;The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement., The aim of this study was to explore the role of basic psychological needs satisfaction as a mediator in the relationship between student’s perception of classroom emotional climate and student engagement. Data were collected through self-report questionnaire filled by 391 of 7th-grade and 8th-grade Junior High School students from three Public Junior High Schools in Depok. The result of mediation analyses showed that the relationship between student’s perception of classroom emotional climate and student engagement was partially mediated by basic psychological needs satisfaction. It indicated that student’s basic psychological needs satisfaction in the classroom took part in explaining the relationship between student’s perception of classroom emotional climate and student engagement.]"

"Penelitian ini dilakukan untuk mendapatkan gambaran mengenai hubungan antara pemenuhan kebutuhan dasar psikologis (kebutuhan untuk mandiri, kebutuhan untuk kompeten, kebutuhan untuk terhubung dengan orang lain) dan keterlibatan siswa dalam belajar. Pengukuran pemenuhan kebutuhan dasar psikologis menggunakan alat ukur Basic Needs Satisfaction in General (Deci & Ryan, 2012) dan pengukuran keterlibatan siswa dalam belajar menggunakan alat ukur School Engagement Measure (SEM)-MacArthur (Fredricks, Blumenfeld, Friedel, & Paris, 2005). Partisipan pada penelitian ini berjumlah 151 siswa SMAN kelas X. Hasil penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan antara pemenuhan kebutuhan untuk mandiri dan keterlibatan siswa dalam belajar, serta hubungan yang signifikan antara pemenuhan kebutuhan untuk kompeten dan keterlibatan siswa dalam belajar. Selain itu, penelitian ini juga menunjukkan bahwa tidak terdapat hubungan yang signifikan antara pemenuhan kebutuhan untuk terhubung dengan orang lain dan keterlibatan siswa dalam belajar.

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This research was conducted to find the correlation between basic psychological needs satisfaction (need for autonomy, need for competence, need for relatedness) and student engagement. Basic psychological needs satisfaction was measured using a modification instrument named Basic Needs Satisfaction in General (Deci & Ryan, 2012) and student engagement was measured using a modification instrument named School Engagement Measure (SEM)-MacArthur (Fredricks, Blumenfeld, Friedel, & Paris, 2005). The participants are 151 of high school students in this research. The result of this research show that there is significant correlation between satisfaction of the basic psychological need for autonomy and student engagement, and show that there is significant correlation between satisfaction of the basic psychological need for competence and student engagement. Furthermore, this research also show that there is not significant correlation between satisfaction of the basic psychological need for relatedness and student engagement."

"Keterlibatan belajar merupakan salah satu variabel yang memiliki peran terhadap kesuksesan akademis dan mencegah putus kuliah. Dalam perspektif Self-Determination Theory SDT , keterlibatan belajar merupakan hubungan dialektik antara lingkungan belajar dengan kebutuhan dasar psikologis. Teman sebaya sebagai agen di lingkungan belajar memiliki peran dalam keterlibatan belajar terutama di perguruan tinggi. Tujuan penelitian ini untuk menguji peran mediasi pemenuhan kebutuhan dasar psikologis terhadap hubungan dukungan makna belajar dari teman sebaya dan keterlibatan belajar mahasiswa. Partisipan penelitian sejumlah 736 mahasiswa semester 2 pada Rumpun Ilmu Sosial, Rumpun Matematika dan Ilmu Pengetahuan Alam, dan Rumpun Ilmu Teknik di Universitas Negeri Jakarta. Penelitian ini menggunakan metode pengambilan data dengan kuesioner dan menggunakan metode olah data IBM Statistic SPSS 20: Process Macro by Andrew Hayes. Alat ukur yang digunakan dalam penelitian ini adalah The Brief Personal Meaning Profile Wong, 2012 mengukur dukungan makna belajar dari teman sebaya, Engaged Learning Index Schreiner Louis, 2006 mengukur keterlibatan belajar, Basic Psychological Needs Satisfaction Scale Deci Ryan, 2000 mengukur pemenuhan kebutuhan dasar psikologis. Hasil penelitian menunjukkan bahwa pemenuhan kebutuhan dasar psikologis memiliki peran mediasi parsial terhadap hubungan dukungan makna belajar dari teman sebaya dan keterlibatan belajar mahasiswa.

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AbstractStudent engagement in the learning process has a role in the academic success and prevent drop out. According to Self Determination Theory, student engagement is the result of dialectical relationship between learning environments and the basic psychological needs satisfaction. Peers as an agent in the learning environment has a role influencing student engagement in learning including student in higher education. The purpose of this study was to examine the role of basic psychological needs satisfaction as a mediator between peers support meaning in learning and college student engagement. Respondents in this study were 736 freshman from State University of Jakarta. Engaged Learning Index Schreiner Louis, 2006 was used to measure college student engagement, The Brief Personal Meaning Profile Wong, 2012 was used to measure peers support meaning in learning, and Basic Psychological Needs Satisfaction Scale Deci Ryan, 2000 was used to get the data of basic psychological needs satisfaction. The process macro by Andrew Hayes for SPSS was used to test the mediation variable. The result of the study indicated that basic psychological needs satisfaction partially mediated the relationship between peers support meaning in learning and college student engagement. "

"Masa transisi yang dijalani oleh mahasiswa tingkat awal dapat berpengaruh dalam proses belajarnya. Mahasiswa semester awal yang memiliki prestasi akademis yang kurang memuaskan dapat mengarah pada putus kuliah dan hal ini dapat diatasi dengan keterlibatan belajar. Dengan menggunakan perspektif Self Determination Theory, penelitian ini ingin mengetahui apakah pemenuhan kebutuhan dasar psikologis memiliki peran mediasi pada hubungan antara dukungan makna belajar dari orang tua dan keterlibatan belajar mahasiswa. Penelitian ini menggunakan self report questionaire, yang diisi oleh 736 mahasiswa aktif yang duduk di tingkat pertama Fakultas Teknik, Fakultas Matematika dan Ilmu Pengetahuan Alam dan Fakultas Ilmu Pengetahuan Sosial Universitas Negeri Jakarta. Hasil analisa dengan menggunakan Process macro by Andrew Hayes menunjukkan bahwa dukungan makna belajar dari orang tua memiliki pengaruh yang lebih besar pada keterlibatan belajar mahasiswa melalui pemenuhan kebutuhan dasar psikologis. Penelitian ini merekomendasikan agar orang tua dalam memberikan dukungan akan makna belajar tetap memperhatikan pemenuhan kebutuhan otonomi, kompetensi dan hubungan dengan orang lain agar mahasiswa dapat terlibat dalam belajar.

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The transition period undertaken by the early graduate students can be influential in the learning process. Early term students with unsatisfactory academic achievement may lead to drop out and this may be overcome by student engagement. Using the Self Determination Theory perspective, this study wanted to know whether basic psychological needs satisfaction has a mediating role in the relationship between parents support on meaning of learning and student engagement. This research uses self report quesionaire, filled by 736 active students who sit in first level of Faculty of Engineering, Faculty of Mathematics and Natural Sciences and Faculty of Social Sciences Universitas Negeri Jakarta. The result of analysis by using Process macro by Andrew Hayes shows that the parents support on meaning of learning has a bigger influence on student engagement through basic psychological needs satisfaction. This study recommends that parents in providing support on meaning of learning still pay attention to fullfill needs of autonomy, competence and relationships with others to form student engagement. "

"ABSTRAKMahasiswa dituntut mengatur kehidupan akademik dan non akademik secara mandiri. Terlalu banyak kegiatan non akademik mengganggu keterlibatan belajar mahasiswa. Tujuan penelitian ini adalah untuk mengetahui peran regulasi diri dalam belajar sebagai mediator dalam hubungan antara academic buoyancy dan keterlibatan belajar. Sampel penelitian ini adalah 463 mahasiswa S1 Universitas Indonesia laki-laki 25,1 perempuan 74,7 . Keterlibatan belajar diukur menggunakan alat ukur The Student Course Engagement Questionnaire SCEQ . Academic buoyancy diukur menggunakan alat ukur Academic Buoyancy Scale ABS dengan tambahan lima item. Regulasi diri dalam belajar diukur dengan Motivated Strategies for Learning Questionnaire MSLQ dimensi self regulation strategies. Desain penelitian ini adalah non eksperimental dengan tipe korelasional. Uji statistik dilakukan dengan menggunakan regresi linier, dan uji mediasi menggunakan Program Macro PROCESS oleh Andrew Hayes. Hasil penelitian menunjukkan bahwa regulasi diri dalam belajar terbukti memediasi secara parsial dalam hubungan antara academic buoyancy dan keterlibatan belajar. Pada penelitian ini, juga ditemukan adanya kontribusi yang besar dari academic buoyancy terhadap regulasi diri dalam belajar. Saran untuk penelitian selanjutnya adalah untuk meneliti faktor yang memengaruhi hubungan academic buoyancy dan regulasi diri dalam belajar.

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ABSTRACTCollege students had to manage their academic and non academic life independently. Too many non academic activities could affect their student engagement. The purpose of this study is to determine the mediator role of self regulated learning in the relationship between academic buoyancy and student engagement. There were 463 undergraduate bachelor students in Universitas Indonesia participated in this study male 25,1 and female 74,7 . Student engagement was measured by The Student Course Engagement Questionnaire SCEQ . Academic buoyancy was measured by Academic Buoyancy Scale ABS with five items addition. Self regulated learning was measured by Motivated Strategies for Learning Questionnaire MSLQ with self regulation strategies dimension. The study rsquo s design is non experimental with correlation type. The study used linear regression and tested medation effect by Program Macro PROCESS by Andrew Hayes. The result is self regulated learning has a partial mediation effect in the relationship between academic buoyancy and student engagement. The study also found that there is a huge contribution from academic buoyancy towards self regulated learning. For the future study, it could examine factor influencing the relationship between academic buoyancy and self regulated learning."

"Perkembangan teknologi membuat individu menggunakan media sosial untuk dapat terhubung dengan orang lain, salah satunya mahasiswa baru yang sedang beradaptasi dan memenuhi kebutuhan relatedness dengan interaksi sosialnya. Hal tersebut dapat membuat mahasiswa baru merasakan fear of missing out (FoMO). Penelitian dengan desain korelasional ini bertujuan untuk mengetahui hubungan antara pemenuhan kebutuhan relatedness dalam kebutuhan psikologis dasar dan FoMO pada mahasiswa baru. Sampel pada penelitian ini memiliki karakteristik pengguna aktif media sosial dengan jumlah 115 mahasiswa baru S1 di Indonesia. Hasil menunjukkan adanya hubungan negatif yang signifikan antara pemenuhan kebutuhan relatedness dan FoMO pada mahasiswa baru. Penelitian selanjutnya dapat melakukan penelitian kualitatif mengenai pengalaman individu di media sosial yang berhubungan dengan tingkat FoMO dan pemenuhan kebutuhan relatedness.

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Technological development makes people use social media to be connected with others, one of them is first-year undergraduate students who are adapting and trying to fulfill relatedness need with their social interactions. This can make first-year students feel fear of missing out (FoMO). This correlational research aims to determine the relationship between relatedness need in basic psychological needs of satisfaction and FoMO in first-year students. The sample are 115 first-year undergraduate students in Indonesia who are active social media users. The result shows that there is a significant negative relationship between the relatedness need satisfaction and FoMO in first-year students. Future research can conduct qualitative research on individual experiences on social media related to FoMO and relatedness need satisfaction."

"Mahasiswa yang merantau harus menghadapi lebih banyak penyesuaian dalam kehidupan perkuliahannya, terlebih setelah adanya perubahan global yang diakibatkan oleh pandemi COVID-19. Dalam situasi yang sulit tersebut, kedekatan dengan alam dan resiliensi dapat memiliki peran penting agar mahasiswa tidak mempersepsi situasi secara negatif. Penelitian ini bertujuan untuk melihat peran resiliensi sebagai mediator pada hubungan kedekatan dengan alam dan persepsi stres mahasiswa perantau. Data diambil menggunakan survei daring pada mahasiswa perantau di seluruh Indonesia (N = 123). Pengukuran variabel pada penelitian ini menggunakan adaptasi 21-Item Nature Relatedness Scale (NR21), Resilience Scale (RS), dan Perceived Stress Scale (PSS). Data penelitian dianalisis dengan model mediasi pada perangkat PROCESS dari Hayes di SPSS. Penemuan yang didapatkan dari penelitian ini antara lain kedekatan dengan alam berpengaruh positif terhadap resiliensi, resiliensi berpengaruh negatif terhadap persepsi stres, dan terdapat indirect-only mediation dari resiliensi terhadap hubungan kedekatan dengan alam dan persepsi stres mahasiswa perantau.

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Sojourner college students have to face more adaptation in their college life, especially now after there are global changes all around the world because of COVID-19 pandemic. In this stressful situation, nature relatedness and resilience have an important role in reducing college students’ negative perception of the situation. This research’s objective is to see the role of resilience as mediator between nature relatedness and perceived stress. Data were taken using online survey from sojourner students all over Indonesia (N = 123). Variables were measured using the adaptations of 21-Item Nature Relatedness Scale (NR21), Resilience Scale (RS), and Perceived Stress Scale (PSS). The data that have already been collected were analyzed using mediation model on Hayes’ PROCESS tool on SPSS. Results from this research is nature relatedness can positively predict resilience, resilience can negatively predict perceived stress, and there is an indirect-only mediation from resilience to the relationship between nature relatedness and perceived stress of sojourner college students."

"Berbagai tantangan dalam kehidupan mahasiswa membuatnya rentan mengalami masalah kesehatan mental sehingga mahasiswa perlu melakukan koping dengan mencari bantuan kepada profesional. Aspek penting yang mendasari perilaku mencari bantuan kepada profesional adalah sikap terhadap mencari bantuan psikologis profesional. Penelitian ini bertujuan melihat keterkaitan antara persepsi dukungan sosial dari keluarga, teman, dan figur signifikan dengan sikap terhadap mencari bantuan psikologis profesional. Penelitian ini bersifat korelasional dengan metode pengambilan data survei daring. Partisipan merupakan 268 mahasiswa dengan rentang usia 18-25 tahun di Universitas Indonesia. Alat ukur yang digunakan yaitu Multidimensional Scale of Perceived Social Support (MSPSS) dan Mental Help-Seeking Attitudes Scale (MHSAS). Hasil menunjukkan terdapat hubungan yang positif dan signifikan antara persepsi dukungan sosial secara keseluruhan (r = 0,255, p < 0,01), maupun dari masing-masing sumber yaitu keluarga (r = 0,149, p < 0,01), teman (r = 0,230, p < 0,01), dan figur signifikan (r = 0,179, p < 0,01) dengan sikap terhadap mencari bantuan psikologis profesional. Hasil penelitian ini dapat digunakan sebagai landasan pengembangan program intervensi bagi pihak universitas dan tenaga kesehatan mental profesional.

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Various challenges in college students’ lives made them prone to mental health problems. Such problems lead to students’ need of coping, by which they seek professional help. An important aspect that underlying help-seeking behavior is attitude toward seeking professional psychological help. This study aims to investigate the relationship between perceived social support from family, friends, and significant others with attitude toward seeking professional psychological help. This study is correlational using the online survey data collection method. Participants were 268 college students aged 18–25 years old at the University of Indonesia. The measurements used in this study are Multidimensional Scale of Perceived Social Support (MSPSS) and Mental Help-Seeking Attitudes Scale (MHSAS). The result shows that there is a positive and significant relationship between overall perceived social support (r = 0,255, p < 0,01) as well as perceived social support from family (r = 0,149, p < 0,01), friends (r = 0,230, p < 0,01), and significant others (r = 0,179, p < 0,01) with attitude toward seeking professional psychological help. This research can be used as a basis for the development of intervention programs for universities and mental health professionals."

"Dalam menjalani peran sebagai mahasiswa baru banyak masalah yang harus dihadapi, sehingga dapat menimbulkan distres psikologis. Untuk mengatasi masalah tersebut, diperlukan upaya-upaya sistematis untuk menunjang kegiatan dalam perkuliahan, seperti self regulated learning. Oleh karena itu, penelitian ini bertujuan untuk melihat hubungan antara self regulated learning dan distres psikologis pada mahasiswa baru Universitas Indonesia. Partisipan penelitian ini terdiri dari 414 mahasiswa baru Universitas Indonesia. Variabel distres psikologis diukur dengan Self Report Questionaire 20 (SRQ-20), sedangkan variabel self regulated learning dengan Motivated Strategies of Learning Questionnaire (MSLQ). Dengan analisis Biserial Correlation, ditemukan bahwa terdapat hubungan negatif (r_b = -0.731, p< 0.01, one-tailed) antara self regulated learning  dan distres psikologis.

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New college student are faced with several problems that can trigger psychological distress. To overcome such problems, they need efforts that can support daily college life, such as self-regulated learning. Using a sample of 414 first-year students of University Indonesia, study aims to investigate the relationship between self regulated learning and psychological distress in first-year students of University Indonesia.

Psychological distress is measured using Self Report Questionaire 20 (SRQ-20), while self regulated learning is measured using Motivated Strategies of Learning Questionnaire (MSLQ). With Biserial Correlation analysis, it was found that self regulated learning negative relationship with psychological distress (r_b = -0.731, p< 0.01, one-tailed) between self regulated learning and psychological distress."