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"Tuntutan perkembangan yang ditambah dengan ketidakpastian selama pembelajaran jarak jauh (PJJ) membuat mahasiswa tahun pertama berisiko mengalami kesulitan dalam menyesuaikan diri. Penelitian korelasional ini melihat hubungan mindfulness dan college adjustment pada mahasiswa tahun pertama selama PJJ dan peran openness to experience sebagai variabel yang memediasi. Hasil penelitian pada mahasiswa tahun pertama (N=394) menggunakan alat ukur SACQ, BFI, dan MAAS menunjukkan bahwa mindfulness berhubungan positif dengan college adjustment (β = 0,99; SE = 0,10; t = 10,21; p<0,05; CI = [0,80-1,18]) dan openness to experience memediasi hubungan tersebut secara parsial (β = 0,04; SE = 0,02; t = 2,00; p<0,05; CI = [0,00-0,09]). Temuan ini menunjukkan bahwa hubungan mindfulness dan college adjustment tetap dapat dipertahankan walaupun openness to experience tidak menjadi mediator. Penelitian ini dapat menjadi landasan penelitian selanjutnya terkait pentingnya mindfulness dan openness to experience dalam membantu mahasiswa tahun pertama menyesuaikan diri.

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Development demands coupled with uncertainty during distance learning (DL) cause first-year undergraduate students at risk of facing difficulties in adjusting. This correlational study looks at the relationship between mindfulness and college adjustment in first-year undergraduate students during DL and roles of openness to experience as the mediating variable. The results of the study on first-year undergraduate students (N=394) using the SACQ, BFI, and MAAS as the measurement tools indicate that mindfulness is positively correlated with college adjustment (β = 0,99; SE = 0,10; t = 10,21; p<0,05; CI = [0,80-1,18]) and openness to experience partially mediates the relationship (β = 0,04; SE = 0,02; t = 2,00; p<0,05; CI = [0,00-0,09]). These findings indicate that the relationship between mindfulness and college adjustment can be maintained even though openness to experience does not mediate the relationship. This study can be considered as the basis for further research regarding the importance of mindfulness and openness to experience in helping first-year undergraduate students adjust to college."

"Penyesuaian diri di perguruan tinggi merupakan hal penting yang diperlukan untuk melalui masa transisi yang penuh perubahan. Penelitian melihat bahwa dispositional mindfulness memiliki peran pada penyesuaian diri di perguruan tinggi. Namun, hubungan yang terbentuk terkait dispositional mindfulness dan penyesuaian diri di perguruan tinggi masih dibutuhkan, terutama mengenai hubungannya dengan kesejahteraan psikologis yang seringkali terlibat. Kesejahteraan psikologis merupakan suatu kondisi yang diperlukan dalam penentuan kesehatan mental seseorang. Penelitian korelasional ini melihat peran kesejahteraan psikologis sebagai mediator dalam hubungan antara dispositional mindfulness dan penyesuaian diri di perguruan tinggi pada mahasiswa tingkat pertama N = 207. Instrumen yang digunakan terdiri dari Mindfulness Attention Awareness Scale MAAS, Student Adaptation to College Questionnaire SACQ, dan Ryffs Scale of Psychological Well-being. Dari hasil analisis mediasi yang dilakukan, terdapat indirect effect b = 0,54.

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Adjustment to college is an important thing needed during the transition period from high school. Dispositional mindfulness has been proven to have a role in adjustment to college. However, research about the relationship that is formed regarding dispositional mindfulness and adaptation in college is still needed, especially about its relationship with psychological well being that is often involved. Psychological well being is a necessary condition in determining one 39s mental health. Thus, this present research is a correlational research that sees the role of psychological well being as a mediator in the relationship between dispositional mindfulness and adjustment to college among first year college students N 207. The instruments used in this research consisted of Mindfulness Attention Awareness Scale MAAS, Student Adaptation to College Questionnaire SACQ, and Ryff 39 s Scale of Psychological Well being. From the result of mediation analysis, there are indirect effect b 0,54."

"Pembelajaran daring akibat pandemi Covid-19 menjadi tantangan tersendiri bagi mahasiswa untuk dapat merasakan pengalaman belajar yang optimal atau flow experience. Penelitian korelasional ini hendak melihat hubungan mindfulness dan flow experience pada mahasiswa yang menjalani pembelajaran daring, serta peran mediasi dari fleksibilitas kognitif terhadap hubungan tersebut. Hasil penelitian pada mahasiswa (N=407) menggunakan alat ukur EduFlow-2, CFI, dan MAAS menunjukkan bahwa mindfulness berhubungan positif dengan flow experience (β = 0,14, SE = 0,04, t = 3,43, p<0.01, CI = [0,06-0,22) dan fleksibilitas kognitif memediasi hubungan keduanya secara parsial (β = 0,05, SE = 0,02, p<0.01, CI = [0,02-0,09]). Temuan ini membuktikan bahwa fleksibilitas kognitif memediasi hubungan mindfulness dan flow experience, namun hubungan tersebut dapat dipertahankan tanpa peran dari fleksibilitas kognitif

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Due to the Covid-19 pandemic, learning is carried out online, and it challenges students to be able to experience an optimal learning experience or flow experience. This correlational study aims to identify the relationship between mindfulness and flow experience in students undergoing online learning and the mediating role of cognitive flexibility in this relationship. Involved a total of 407 college students, this study used the EduFlow-2, CFI, and MAAS measuring instruments showing that mindfulness is positively related to flow experience (β = 0.14, SE = 0.04, t = 3.43, p<0.01, CI = [0.06-0.22) and cognitive flexibility partially mediates the relationship between the two (β = 0.05, SE = 0.02, p<0.01, CI = [0.02-0.09]). These findings prove that cognitive flexibility mediates the relationship between mindfulness and flow experience, but the relationship can be maintained without the role of cognitive flexibility."

"ABSTRAKFenomena terkait kecemasan menjadi isu yang banyak dijumpai di kalangan mahasiswa, khususnya terkait cognitive test anxiety. Individu yang memiliki cognitive test anxiety tinggi cenderung berperforma kurang baik pada tes. Beberapa studi telah menemukan bahwa mindfulness dan regulasi diri dapat memengaruhi cognitive test anxiety. Penelitian ini dilakukan untuk mengetahui apakah regulasi diri memediasi hubungan antara mindfulness dan cognitive test anxiety pada mahasiswa. Penelitian ini bersifat korelasional yang dilakukan pada 192 mahasiswa. Pada penelitian ini, cognitive test anxiety diukur menggunakan Cognitive Test Anxiety Scale-17 CTAS-17 Cassady Finch, 2014, mindfulness diukur dengan menggunakan Mindfulness Attention Awareness Scale MAAS Brown dan Ryan, 2003 , dan regulasi diri diukur menggunakan Short Self-Regulation Questionnaire SSRQ Carey, Neal, Collins, 2004 . Hasil analisis statistik menunjukkan bahwa regulasi diri memediasi secara parsial partially mediation hubungan antara mindfulness dan cognitive test anxiety dengan indirect effect ? = -0,09.

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ABSTRACTAnxiety related phenomenon is a common issue among university students, especially regarding cognitive test anxiety. Individuals who have high cognitive test anxiety tend to perform poorly on a test. Several studies have found that mindfulness and self regulation can affect cognitive test anxiety. This study was conducted to determine whether selfregulation mediates the relationship between mindfulness and cognitive test anxiety in university students. This correlational study conducted on 192 university students. In this study, cognitive test anxiety was measured with Cognitive Test Anxiety Scale 17 CTAS17 Cassady Finch, 2014, mindfulness was measured with Mindfulness Attention Awareness Scale Brown and Ryan, 2003, and self regulation measured with Short SelfRegulation Questionnaire SSRQ Carey, Neal, Collins, 2004. The results of statistical analysis show that self regulation partially mediates relationship between mindfulness and cognitive test anxiety with indirect effect 0,09. "

"Masa transisi di perguruan tinggi menjadi tantangan dan beban tersendiri bagi mahasiswa tahun pertama. Bagi sebagian besar mahasiswa tahun pertama periode tersebut dapat mengganggu kesehatan mental dan kesejahteraan psikologisnya. Sehingga mereka dituntut untuk berhasil menyesuaikan diri di perguruan tinggi. Penelitian ini bertujuan untuk mengetahui pengaruh dimensi-dimensi mindfulness ; acting with awareness , non judging of inner experience, non reactivity of inner experience, describing, dan observing dengan college adjustment mahasiswa tahun pertama. Penelitian dilakukan pada 107 mahasiswa tahun pertama berusia 16-22 tahun. Hasil menunjukkan bahwa terdapat pengaruh positif dan signifikan pada dimensi Acting with awarenes, non judging of inner experience, dan describing terhadap college adjustment pada mahasiswa tahun pertama. Sementara non reactivity of inner experience dan observing tidak menunjukkan pengaruh yang signifikan terhadap college adjustment. penelitian ini berguna untuk menambah memperkaya ilmu pengetahuan terkait faktor-faktor yang memengaruhi college adjustment khususnya dimensi-dimensi mindfulness.

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Transitional period to college is both a challenge and a burden for first year college students. This may disturb students mental health and psychological well being, therefore they are expected to successfully adjust to college. This study aimed to understand the effect of mindfulness dimensions, which are acting with awareness, non judging of inner experience, non reactivity of inner experience, describing, and observing with college adjustment on first year college students. This study was conducted on 107 first year college students between 16 and 22 years old. Results showed significantly positive and significant correlation on the dimensions of Acting with Awarenes, non-judging of inner experience, and describing the college adjustment in first-year students. While non reactivity of inner experience and observing did not show a significant correlation on college adjustment. this research is useful to add to enriching science related to the factors that influence college adjustment, especially the dimensions of mindfulness . This study also aimed to enrich the knowledge regarding factors affecting college adjustment, especially dimensions of mindfulness"

"Ketika memasuki perguruan tinggi, mahasiswa tahun pertama dihadapkan dengan berbagai tuntutan baru. Penyesuaian ke perguruan tinggi (college adjustment) dibutuhkan di awal masa perkuliahan karena dapat menentukan keberhasilan di perguruan tinggi. Pandemi Covid-19 menghambat college adjustment karena diberlakukannya pembelajaran jarak jauh. Sementara, penelitian sebelumnya menyatakan secara konseptual self-compassion dapat membantu college adjustment. Penelitian ini menganalisis hubungan antara self-compassion dan college adjustment pada mahasiswa tahun pertama dalam pembelajaran jarak jauh selama pandemi Covid-19. Mahasiswa Universitas Indonesia angkatan 2020 (N = 381) disurvei menggunakan Self-Compassion Scale dan Student Adaptation to College Questionnaire. Uji korelasi Pearson menyatakan bahwa self-compassion dan college adjustment berhubungan positif signifikan (r(380) = 0,55, p < 0,001). Hubungan paling kuat ditemukan antara isolation dan personal-emotional adjustment (r(380) = -0,49, p < 0,001). Temuan ini mengindikasikan bahwa self-compassion cenderung membantu penyesuaian perguruan tinggi dalam konteks pembelajaran jarak jauh.

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When entering college, first-year students faced new challenges. College adjustment is necessary in early period of college because it can predict college success. Covid-19 pandemic hinders college adjustment due to distance learning. Meanwhile, a previous study conceptually mentioned that self-compassion supported college adjustment. This study examined the correlation between self-compassion and college adjustment among first-year college students in distance learning during Covid-19 pandemic. Students of Universitas Indonesia batch 2020 (N = 381) were surveyed using Self-Compassion Scale and Student Adaptation to College Questionnaire. Pearson’s correlation test showed a positive significant correlation between self-compassion and college adjustment (r(380) = 0,55, p < 0,001). The strongest correlation was found between isolation and personal-emotional adjustment (r(380) = -0,49, p < 0,001). These findings indicated that self-compassion tends to help a better college adjustment in distance learning context."

"Pandemi Covid-19 menyebabkan perubahan sistem pembelajaran di perguruan tinggi, yaitu adanya penerapan kebijakan Pembelajaran Jarak Jauh (PJJ) secara daring, Akibatnya mahasiswa mengalami masalah penyesuaian diri. Strategi koping penting untuk membantu penyesuaian diri. Studi sebelumnya menunjukkan bahwa strategi koping berhubungan dengan dukungan sosial, dan dukungan sosial dapat mempengaruhi penyesuaian diri mahasiswa tahun pertama. Tujuan penelitian ini adalah untuk meneliti persepsi dukungan sosial dalam memediasi hubungan strategi koping dan penyesuaian diri mahasiswa tahun pertama di masa pandemi Covid-19. Partisipan penelitian berjumlah 684 mahasiswa tahun pertama. Instrumen yang digunakan adalah College Adjustment Questionnaire (CAQ), Coping Flexibility Scale-Revised (CFS-R), dan Multidimensional Scale of Perceived Social Support (MSPSS). Pengolahan data menggunakan simple mediation. Hasil menunjukkan hubungan antara strategi koping dengan penyesuaian diri mahasiswa tahun pertama di masa pandemi Covid-19 dimediasi oleh persepsi dukungan sosial dari keluarga (=0.78), teman (=0.60), dan orang penting lainnya (=0.08), p<0.00. Implikasi dari penelitian ini dapat menjadi masukan bagi universitas untuk mengintegrasikan pengembangan keterampilan strategi koping dalam program tahun pertama, serta mendukung hubungan yang positif dan berkelanjutan dengan orang tua, keluarga, dan teman-teman baru yang telah terjalin sebelumnya untuk membantu proses penyesuaian diri mahasiswa tahun pertama

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The Covid-19 pandemic caused changes in the learning system in universities. The implementation of this system entitled Online Distance Learning. Because of the policy, undergraduate students experienced adjustment problems. Coping strategies are important to help with adjustment. Previous studies have shown that coping strategies were related to social support, also can influence the adjustment of first-year students. The purpose of this study was to examine perceptions of social support in mediating the relationship between coping strategies and adjustment of first-year students during the Covid-19 pandemic. The research participants were 684 first year students. The data were collected using The College Adjustment Questionnaire (CAQ), Coping Flexibility Scale- Revised (CFS-R), and The Multidimensional Scale of Perceived Social Support (MSPSS). Data processing using simple mediation. The results show that the relationship between coping strategies and the adjustment of first-year students during the Covid-19 pandemic is mediated by perceived social support from family (=0.78), friends (=0.60), and significant others (=0.08), p< 0.00. The implications of this research could be a consideration for universities to integrate the development of coping strategy skills in the first year program, as well as support positive and sustainable relationships with parents, family, and new friends that have been established previously to help the adjustment process of first year students."

"Penelitian yang mengkaji kelekatan teman sebaya dan penyesuaian diri mahasiswa di Indonesia masih terbatas, terutama dalam konteks pandemi COVID-19. Maka dari itu, penelitian ini hadir untuk meneliti hubungan kelekatan teman sebaya dengan penyesuaian diri mahasiswa, serta melihat gambaran kelekatan teman sebaya dan penyesuaian diri mahasiswa tahun pertama. Responden penelitian ini adalah mahasiswa angkatan 2021 yang berusia 18-22 tahun dari berbagai universitas di Indonesia (N = 152). Data yang diperoleh dianalisis menggunakan korelasi Pearson. Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara kelekatan teman sebaya dengan penyesuaian diri mahasiswa pada masa perkuliahan secara daring. Dengan demikian, semakin tinggi kelekatan teman sebaya, semakin tinggi pula penyesuaian diri mahasiswa terhadap perguruan tingginya di masa perkuliahan secara daring. Hasil penelitian juga menunjukkan bahwa mahasiswa tahun pertama memiliki kelekatan teman sebaya dan penyesuaian diri mahasiswa yang tergolong tinggi. Implikasi dari penelitian ini adalah perlunya pihak universitas, mahasiswa, dan orangtua, memfasilitasi terbentuknya kelekatan di antara mahasiswa tahun pertama untuk membantu penyesuaian diri mahasiswa.

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Research examining peer attachment and college adjustment in Indonesia is still limited to this date, especially in the context of the COVID-19 pandemic. Considering the importance of the related topic, this study aims to examine the relationship between peer attachment and college adjustment during online learning, and to obtain an overview of peer attachment and college adjustment in first-year students. Respondents in this study are first-year students (class of 2021) aged 18-22 from various universities in Indonesia (N = 152). Collected data were analyzed using the Pearson correlation. Results showed that peer attachment had a positive and significant correlation with college adjustment during online learning. Thus, first-year students with high levels of peer attachment tend to experienced better college adjustment. Results also showed that first-year students possessed high levels of peer attachment and college adjustment. As a practical implication, this study highlight the importance of facilitating peer attachment to improve college adjustment during online learning for universities, first-year students, and parents."

"Mahasiswa tahun pertama menjalani pembelajaran secara daring karena kondisi pandemi COVID-19. Untuk itu, mahasiswa tahun pertama perlu berusaha lebih keras dalam melakukan penyesuaian diri pada masa kuliah daring. Salah satu faktor yang dapat memengaruhi penyesuaian diri mahasiswa adalah self-regulated learning yang memiliki kaitan erat dengan aspek akademik. Penelitian ini bertujuan untuk mendapatkan gambaran mengenai self-regulated learning dan penyesuaian diri mahasiswa tahun pertama dan hubungan antara self-regulated learning dengan penyesuaian diri mahasiswa tahun pertama pada masa perkuliahan secara daring. Responden penelitian adalah mahasiswa tahun pertama angkatan 2021 yang sedang menjalani pembelajaran secara daring (N = 205). Data diperoleh dengan teknik non-probability sampling dan analisa dilakukan menggunakan korelasi Pearson. Hasil utama penelitian ini menunjukkan bahwa self-regulated learning memiliki hubungan yang positif dan signifikan dengan penyesuaian diri mahasiswa. Artinya, semakin tinggi self-regulated learning mahasiswa, maka semakin baik penyesuaian diri mahasiswa pada masa perkuliahan secara daring. Melalui analisis tambahan, tidak ditemukan perbedaan penyesuaian diri mahasiswa laki-laki dengan mahasiswa perempuan. Hasil dari penelitian ini menyarankan perguruan tinggi agar dapat memberikan kegiatan untuk memupuk self-regulated learning mahasiswa tahun pertama melalui orientasi belajar dan pembelajaran di kelas.

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First-year students are studying through online learning due to the COVID-19 pandemic. For this reason, first-year students need to try harder to make adjustments during online learning. One of the factors that can influence college adjustment is self-regulated learning, which is closely related to academic aspects. This study aims to obtain an overview of self-regulated learning and college adjustment in first-year students and also determine the relationship between self-regulated learning and college adjustment of first-year students during online learning. Research respondents were first-year students of the class of 2021 who were undergoing online learnings (N = 205). The data were obtained by non-probability sampling technique and  analyzed using the Pearson correlation. The main result of this study showed that self-regulated learning had a positive and significant relationship with college adjustment. Thus, first-year students who have high levels of self-regulated learning tend to have better college adjustment during online learning. By additional analysis, this study found that there is no difference in college adjustment between male students and female students. The results of this study suggests that university should consider to providing activities to foster self-regulated learning for first-year students through learning orientation and classroom learning."

"Masa transisi menuju perguruan tinggi melibatkan berbagai perubahan kompleks yang harus dihadapi oleh para mahasiswa baru. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian Big Five, khususnya openness to experience dan penyesuaian diri mahasiswa di Perguruan Tinggi pada masa pembelajaran daring. Responden penelitian ini adalah 205 mahasiswa tahun pertama berusia 18–22 tahun, yang belum pernah berkuliah sebelumnya. Kepribadian openness to experience diukur dengan Big Five Inventory (BFI), dan penyesuaian diri mahasiswa diukur dengan Student Attitude and Perception Survey (SAPS). Teknik analisis Pearson Correlation digunakan untuk menguji hipotesis. Hasil penelitian menunjukkan terdapat hubungan yang positif dan signifikan antara kedua variabel, r(205) = 0,49, p < 0,01, two tailed. Ditemukan pula effect size medium. Dengan demikian, mahasiswa dengan tingkat kepribadian openness to experience yang tinggi cenderung akan memiliki tingkat penyesuaian diri yang baik pula. Implikasi dari penelitian ini yaitu mendorong mahasiswa untuk lebih terbuka terhadap banyak hal baru di lingkungan kampus yang berguna dalam membantu proses penyesuaian

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The transition into higher education involves many complex changes that must be challenging for freshman students. This study aims to examine the relationship between Big Five personality, especially openness to experience personality trait, and college adjustment among first-year students in higher education during online learning situations. The respondents were 205 first-year students, ranging from 18–22 years old who never had any experience of studying in college. Openness to experience was measured using Big Five Inventory (BFI), and college adjustment was measured using Student Attitude and Perception Survey (SAPS). The hypothesis was tested using Pearson Correlation. Results showed that there is a positive and significant relationship between openness to experience trait and college adjustment, r(205) = 0,49, p < 0,01, two tailed. Medium effect size was also found. Thus, students who have a higher level of openness to experience trait will tend to have better college adjustment. The implication of this study is to encourage students to be more open to new things in the college environment that can be useful for their adjustment process.

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