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"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."

"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)."

"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."

"Konflik orangtua yang terjadi dipersepsikan oleh anak sebagai sesuatu yang mengancam bagi dirinya dan juga orangtuanya. Pengalaman dengan konflik orangtua dapat membentuk skema relasional yang maladaptif yang menyebabkan individu secara tidak proporsional lebih peka pada diskusi dan argumen yang negatif dan agresif, lebih mungkin mengharapkan permusuhan dan eskalasi konflik selama bertengkar dengan pasangan romantis, melakukan atribusi negatif terhadap tingkah laku pasangan, dan adanya distorsi kognitif yang membenarkan penggunaan tingkah laku agresif (Nelson, 2004). Kemudian, persepsi anak terhadap konflik orangtua juga mempengaruhi keyakinan dan ekspektasinya terkait dengan hubungan di masa depan, sehingga menurunkan self-efficacy in romantic relationship individu. Self-efficacy in romantic relationship ditemukan berhubungan dengan aspek – aspek yang termasuk ke dalam romantic competence (Fincham & Bradbury, 1987; Riggio et al., 2011, 2013; Weiser & Weigel, 2016). Dengan demikian, penelitian ini bertujuan untuk melihat peran mediasi self-efficacy in romantic relationship dalam hubungan antara persepsi anak terhadap konflik orangtua dengan romantic competence. Partisipan pada penelitian ini merupakan 162 laki-laki dan 262 perempuan dewasa awal yang sedang menjalani hubungan romantis dan tinggal bersama dengan kedua orangtua. Hasil analisis statistika regresi menunjukkan bahwa self-efficacy in romantic relationship memediasi secara parsial hubungan antara persepsi anak terhadap konflik orangtua dengan romantic competence dewasa awal (F(2,421) = 114,98, p = <0,01, LLCI= -0,228, ULCI= -0,117 R2 = 0,3533). Hal ini menunjukkan bahwa pengaruh persepsi anak terhadap konflik orangtua pada romantic competence dapat melalui self-efficacy in romantic relationship terlebih dahulu, namun kedua variabel dapat juga berhubungan secara langsung.

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The interparental conflict was perceived by children as a threat for them and also parents. Experiences with interparental conflict have been found to shape a maladaptive relational scheme that leads people to be more disproportionately attended to negative and aggressive discussion or argument, more likely to expect hostility and escalation of conflict during a quarrel with a romantic partner, negative attribution toward partner’s behaviours, and cognitive distortion that justify the use of aggressive behaviour (Nelson, 2004). Also, children’s perception of interparental conflict impacts their belief and expectation about their own relationship in the future, so that reduce their self-efficacy in romantic relationship. Self-efficacy in romantic relationship has been proved related to the aspects included in romantic competence (e.g. Fincham & Bradbury, 1987; Riggio et al., 2011, 2013; Weiser & Weigel, 2016). Therefore, this research aims to see the mediating role of self-efficacy in romantic relationship within the association between children’s perception of interparental conflict and romantic competence. Participant of this study consist of 162 men and 262 women who are currently in a romantic relationship and living together with both parents. The result of this study indicates that self-efficacy in romantic relationship mediates partially the relationship between children’s perception of interparental conflict and romantic competence of emerging adulthood (F(2,421) = 114,98, p = <0,01, LLCI= -0,228, ULCI= -0,117. R2 = 0,3533). This result shows that children’s perception of interparental conflict can either affect romantic competence through self-efficacy in romantic relationship or directly."

"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 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 parenting self-efficacy dan konflik peran pada ibu bekerja dari toddler. Pengukuran parenting self-efficacy dilakukan dengan alat ukur Self-Efficacy Parenting for Tasks Index - Toddler Scale (SEPTI-TS) yang dikembangkan oleh Coleman (1998), sedangkan konflik peran diukur melalui Wave V Role Conflict Scale yang dikembangkan oleh Markle (1998). Partisipan dalam penelitian ini adalah 142 ibu bekerja dari toddler yang bekerja minimal selama 40 jam per minggunya.Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara parenting self-efficacy dan konflik peran (r= -0.390, n=142, p< 0.01, two tail). Artinya, semakin tinggi parenting self-efficacy ibu, semakin rendah konflik peran yang dialami, begitupun sebaliknya.

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This study examined the relationship between parenting self-efficacy and role conflict among working mothers of toddler. Parenting self-efficacy was measured by Self-Efficacy Parenting for Tasks Index - Toddler Scale (SEPTI-TS) developed by Coleman (1998), whereas role conflict was measured by Wave V Role Conflict Scale developed by Markle (1998). The participants of this study were 142 working mothers of toddler who work at leat 40 hours per week.

The result of this study shows that there is a significant, negative relationship, between parenting self-efficacy and role conflict (r= -0.390, n=142, p< 0.01, two tail). It indicates that the higher mothers’ parenting self-efficacy, the lower their role conflict, 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."

"Keterlibatan ayah dalam pengasuhan penting bagi perkembangan anak. Penelitian ini dilakukan untuk melihat peran paternal self-efficacy sebagai moderator dari hubungan antara stres pengasuhan dan keterlibatan ayah. Pengambilan data dilakukan secara online dengan sembilan puluh lima ayah yang memiliki anak usia 3-6 tahun sebagai partisipan. Alat ukur yang digunakan adalah Inventory of Father Involvement (IFI), Parenting Stress Index Short Form (PSI-SF), dan Fathering Self-Efficacy Scale (FSES). Penelitian ini berhasil membuktikan bahwa stres pengasuhan dapat secara signifikan memprediksi keterlibatan ayah. Paternal self-efficacy juga secara signifikan memoderasi efek stres pengasuhan terhadap keterlibatan ayah. Dengan perkataan lain, paternal self-efficacy dapat memperkuat hubungan antara stres pengasuhan yang dirasakan ayah dan keterlibatan ayah dalam pengasuhan. Implikasi dari penelitian ini adalah penting untuk meningkatkan paternal self-efficacy yang dimiliki ayah.  Hal tersebut karena dengan meningkatnya paternal self-efficacy dapat mengurangi stres pengasuhan dan meningkatkan keterlibatan ayah dalam pengasuhan anak walaupun ayah memiliki tingkat stres pengasuhan yang tinggi.

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Father involvement in parenting is important for child development. This research was conducted to examine the role of paternal self-efficacy as a moderator of the relationship between parenting stress and father involvement. Data collection was carried out online with ninety-five fathers who had children aged 3-6 years as participants. The measurement tools used consist of Inventory of Father Involvement (IFI), Parenting Stress Index Short Form (PSI-SF), and Fathering Self-Efficacy Scale (FSES). This study succeeded in proving that parenting stress can significantly predict father involvement. Paternal self-efficacy can also significantly moderate the effects of parenting stress on father involvement. In other words, paternal self-efficacy can strengthen the relationship between parenting stress experienced by fathers and father involvement in parenting. The implication of this research is that it is important to increase father's paternal self-efficacy. This is because increasing paternal self-efficacy can reduce parenting stress and increase father involvement in childcare even though fathers have high levels of parenting stress."

"Kompetensi sosial emosional merupakan salah satu kemampuan yang dibutuhkan oleh guru dalam menyiapkan siswa yang kompeten secara sosial emosional untuk menghadapi berbagai tantangan di abad 21. Dalam mengembangkan kompetensi sosial emosional pada guru, persepsi guru terhadap iklim sekolah dan tingkat efikasi diri guru menjadi faktor yang mendukung hal tersebut. Penelitian ini bertujuan untuk mencari efek mediasi yang dimiliki oleh efikasi diri guru terhadap hubungan antara persepsi iklim sekolah dan kompetensi sosial emosional guru. Partisipan pada penelitian ini berjumlah 493 guru sekolah dasar di Indonesia. Penelitian ini merupakan penelitian kuantitatif dengan alat ukur Social Emotional Competencies-Teacher Rating Scale untuk mengukur kompetensi sosial emosional guru, Revised-School Level Enviromental Questionnaire untuk mengukur persepsi iklim sekolah, dan Teachers’ Sense of Efficacy Scale versi bahasa Indonesia untuk mengukur efikasi diri guru. Analisis regresi Hayes dilakukan terhadap penelitian ini dan ditemukan bahwa terdapat mediasi parsial untuk variabel efikasi diri guru terhadap hubungan persepsi iklim sekolah dan kompetensi sosial emosional guru pada dimensi teacher-student relationships dan emotion regulation. Hasil temuan ini membuktikan bahwa persepsi positif guru terhadap iklim sekolah dan efikasi diri guru berperan dalam meningkatkan kompetensi sosial emosional pada guru sekolah dasar.

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Social-emotional competence is one of the abilities required by teachers to prepare students who are socially and emotionally competent to face various challenges in the 21st century. In developing social-emotional competence in teachers, teachers' perceptions of the school climate and the level of teacher self-efficacy become factors that support this. This study aims to find the mediating effect of teacher self-efficacy on the relationship between perceptions of the school climate and the social-emotional competence of teachers. The participants in this study were 493 elementary school teachers in Indonesia. This research is quantitative in nature, using the Social Emotional Competencies-Teacher Rating Scale (SECTRS) to measure teachers' social-emotional competence, the Revised-School Level Environmental Questionnaire (R-SLEQ) to measure perceptions of the school climate, and the Teachers’ Sense of Efficacy Scale in the Indonesian language (I-TSES) to measure teacher self-efficacy. Regression analysis, specifically Hayes' method, was applied to this research, and it was found that there is partial mediation for the variable of teacher self-efficacy in the relationship between perceptions of the school climate and teachers' social-emotional competence in the dimensions of teacher-student relationships and emotion regulation. These findings demonstrate that positive perceptions of the school climate and teacher self-efficacy play a role in enhancing social-emotional competence in elementary school teachers."