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"Pada masa pandemi Covid-19, taruna di Akademi Kepolisian yang menjalani Perkuliahan Jarak Jauh (PJJ) menunjukan tampak kurang terlibat dalam belajar. Berdasarkan hasil wawancara awal, taruna kurang terlibat dalam belajar karena mengalami berbagai hambatan dan tantangan belajar yang dijalani secara tatap maya. Penelitian terdahulu menunjukkan bahwa untuk meningkatkan keterlibatan belajar, kebutuhan dasar psikologis peserta didik harus terpuaskan oleh dosen. Selain itu, peserta didik yang memiliki kemampuan academic buoyancy dapat mengatasi hambatan akademik sehari-hari sehingga dapat terlibat dalam belajar. Oleh sebab itu, penelitian ini dilakukan untuk melihat peran academic buoyancy terhadap hubungan pemuasan kebutuhan dasar psikologis dan keterlibatan belajar. Partisipan penelitian ini berjumlah 279 taruna Akpol yang diukur dengan School Engagement Measurement, Basic Psychological Needs Satisfaction, dan Academic Buoyancy Scale. Data yang diperoleh dianalisis menggunakan analisis mediasi Macro PROCESS dari Hayes. Hasil penelitian menunjukkan academic buoyancy memediasi secara parsial hubungan antara pemuasan kebutuhan dasar psikologis dan keterlibatan belajar. Pemuasan kebutuhan dasar psikologis dapat memengaruhi keterlibatan belajar secara langsung, namun peran mediator academic buoyancy dapat meningkatkan keterlibatan belajar taruna selama menjalani PJJ. Penelitian ini juga membahas implikasi dan saran bagi institusi, dosen, taruna serta penelitian selanjutnya.

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During the COVID-19 pandemic, cadets at the Police Academy who attend school from home or distance learning, showed that they were less engaged in learning. Based on the initial interviews, cadets are less engaged in learning because they experience various obstacles and challenges in virtual learning. Previous research showed that to increase student engagement, the basic psychological needs of students must be fulfilled by the lecturer. In addition, students who have academic buoyancy skills can overcome daily academic obstacles to be engaged in learning. This research was conducted to see the role of academic buoyancy in the relationship between basic psychological needs satisfaction and student engagement. Participants in this study were 279 cadets of Police Academy measured by the ‘School Engagement Measurement’, ‘Basic Psychological Needs Satisfaction’, and ‘Academic Buoyancy Scale’. The results showed that academic buoyancy partially mediates the relationship between basic psychological needs satisfaction and student engagement. The basic psychological needs satisfaction can directly affect student engagement, but the role of an academic buoyancy as mediator can increase the student engagement of cadets during distance learning . This research also discusses implications and suggestions for institutions, lecturers, cadets, and further research."

"[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.]"

"Di masa pandemi COVID-19, para peserta didik di Akademi Kepolisian, yang disebut taruna, menjalani program pembelajaran jarak jauh (PJJ). Selama PJJ, taruna memiliki tuntutan akademis yang tinggi dengan rutinitas yang padat. Kondisi ini berpotensi menyebabkan munculnya academic burnout yang berdampak negatif pada individu maupun lembaga pendidikan. Berdasarkan penelitian terdahulu, ditemukan bahwa academic burnout memiliki hubungan negatif dengan beberapa faktor, diantaranya adalah academic self-efficacy dan peran dari pengajar untuk memberikan dukungan dalam proses belajar peserta didik. Penelitian ini dilakukan untuk melihat peran academic self-efficacy dalam hubungan antara persepsi dukungan makna belajar dari dosen dan academic burnout. Sebanyak 279 partisipan diperoleh dalam penelitian yang menggunakan alat ukur ‘Academic Burnout’, ‘Academic Self-efficacy’, dan ‘Persepsi Dukungan Makna Belajar dari Dosen’. Data yang diperoleh dianalisis menggunakan Hayes Macro PROCESS untuk menguji model mediasi. Hasil penelitian menunjukkan bahwa academic self-efficacy secara parsial dan signifikan memediasi (ab = -.26, p <.001, 95% CI [-.40 s.d. -.11]) hubungan antara persepsi dukungan makna belajar dari dosen dan academic burnout. Temuan dari penelitian ini membuktikan bahwa persepsi dukungan makna belajar dari dosen berperan penting dalam meningkatkan academic self-efficacy pada taruna Akpol untuk dapat menurunkan potensi academic burnout yang dialami selama PJJ.

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During the COVID-19 pandemic, students at the Indonesian Police Academy, called cadets, underwent a distance learning program. During distance learning, cadets have high academic demands with a busy routine. This condition can lead to the emergence of academic burnout, which has a negative impact on individuals and educational institutions. Previous research found that academic burnout has a negative relationship with several factors, including academic self-efficacy and the lecturer's role to provide support in learning. This research was conducted to see the role of academic self-efficacy on the relationship between perceived lecturer's meaning support in learning and academic burnout. A total of 279 participants were obtained in the study using measuring instruments 'Academic Burnout', 'Academic Self-efficacy', and ‘Perceived Lecturer's Meaning Support in Learning'. The data obtained were analyzed using Hayes Macro PROCESS to test the mediation model. The results showed that academic self-efficacy partially and significantly mediates (ab= -.26, p <.001, 95% CI [-.40 to -.11]) relationship between perceived lecturer’s meaning support in learning and academic burnout. This finding proved that the perceived lecturer’s meaning support in learning plays an important role in improving academic self-efficacy for police cadets, in order to reduce the potential of academic burnout experienced during distance learning"

"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. "

"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."

"Pandemi Covid-19 menimbulkan adanya kebijakan untuk menerapkan Bekerja dari Rumah (BDR). Karyawan tidak memiliki pilihan selain mengikuti kebijakan tersebut, karena itu perubahan kondisi dan metode kerja menimbulkan tekanan yang berdampak pada kesejahteraan psikologis para karyawan. Berdasarkan hal itu, kesejahteraan psikologis karyawan perlu diteliti, khususnya pada karyawan BDR di Indonesia pada masa pandemi Covid-19. Penelitian ini juga dilakukan untuk melihat hubungan antara thriving at work dan keterlibatan kerja dengan kesejahteraan psikologis para karyawan BDR di masa pandemi Covid-19, serta peran mediasi keterlibatan kerja. Responden penelitian berjumlah 205 karyawan BDR di Indonesia. Hasil penelitian menunjukkan bahwa thriving at work dan keterlibatan kerja mampu menjadi prediktor dari kesejahteraan psikologis karyawan BDR di Indonesia pada masa pandemi Covid-19. Thriving at work juga dapat menjadi prediktor dari keterlibatan kerja karyawan BDR di Indonesia pada masa pandemi Covid-19. Namun demikian keterlibatan kerja tidak memiliki peran sebagai mediator terhadap hubungan thriving at work dengan kesejahteraan psikologis. Selain itu, partisipan dengan frekuensi BDR sebanyak 1 sampai 2 hari per minggu memiliki skor kesejahteraan psikologis dan thriving at work yang lebih tinggi dibandingkan partisipan dengan frekuensi BDR sebanyak 3 sampai setiap hari per minggu. Hal tersebut sejalan dengan penelitian sebelumnya yang mengatakan bahwa frekuensi BDR menjadi penentu kesejahteraan psikologis para karyawan.

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Covid-19 pandemic led to implementation of Work from Home (WFH). Employees do not have other choices than to follow the policy, therefore changes in working conditions and methods create pressure that has an impact on the psychological well-being of employees. Therefore, the psychological well-being of employees needs to be re-examined, especially for WFH employees in Indonesia during the Covid-19 pandemic. This research was conducted to see the relationship between thriving at work and work engagement with psychological well-being of Indonesia's employees who work from home and whether work engagement has a mediating role on the relationship between thriving at work and psychological well-being. The participants of this research consist of 205 Indonesian WFH Employees. The results show that thriving at work and work engagement can be the predictors of psychological well-being of employees who work from home in Indonesia during Covid-19 pandemic. In this study, thriving at work can also be a predictor of work engagement of employees who work from home in Indonesia during Covid-19 pandemic. However, work engagement does not have a mediating role on the relationship between thriving at work and psychological well-being. Participants with WFH intensity of 1 to 2 days per week had higher psychological well-being and thriving at work than those of 3 to every day per week. This is in line with previous research which says that the WFH intensity is one of the determinants of the psychological well-being of employees."

"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."

"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. "

"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."

"Keterlibatan belajar mahasiswa SI Psikologi pada Mata Kuliah Statistika cenderung rendah karena sulitnya materi yang diajar dan persepsi mahasiswa yang negatif. Faktor internal seperti persepsi terhadap perilaku dosen dan efikasi diri akademik dapat mempengaruhi keterlibatan belajar. Penelitian ini bertujuan untuk mengetahui peran efikasi diri akademik sebagai mediator dalam hubungan antara perceived creativity fostering teacher behavior dengan keterlibatan belajar mahasiswa SI Psikologi pada Mata Kuliah Statistika. Instrumen penelitian yang digunakan yaitu University Student Engagement Inventory, Perceived Creativity Fostering Indeks, dan the College Academic Self Efficacy Scale, dan diisi oleh total 460 responden. Hasil penelitian menunjukkan bahwa efikasi diri akademik berperan sebagai mediator dalam hubungan antara perceived creativity fostering teacher behavior dengan keterlibatan belajar. Penelitian ini menyarankan agar  creativity fostering teacher behavior dan efikasi diri akademik menjadi fokus utama bagi dosen dan pihak universitas dalam meningkatkan keterlibatan belajar mahasiswa S1 Psikologi khususnya pada Mata Kuliah Statistika.

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Student engagement of Undergraduate Psychology students in Statistics Courses tends to be low due to the complexity of the topic and the students' negative perception. Internal factors such as perceptions of lecturer behavior and academic self-efficacy can influence student engagement. This study aims to determine the role of academic self-efficacy as a mediator in the relationship between perceived creativity fostering teacher behavior and student engagement among Undergraduate Psychology students in the Statistics Course. The research instruments used were the University Student Engagement Inventory, the Perceived Creativity Fostering Index, and the College Academic Self-Efficacy Scale, which were filled out by a total of 460 respondents. The results showed that academic self-efficacy has a role as a mediator in the relationship between perceived creativity fostering teacher behavior and student engagement. These findings suggest that creativity fostering teacher behavior and academic self-efficacy should be the primary focus for lecturers and the university to improve student engagement among undergraduate Psychology students, especially in the Statistics Course."