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"Fleksibilitas kognitif merupakan salah satu kemampuan penting yang harus dimiliki oleh mahasiswa untuk tetap adaptif dalam situasi sulit. Salah satu kesulitan yang dialami oleh mahasiswa adalah dari faktor ekonomi, terutama pada mahasiswa KIP Kuliah. Fleksibilitas kognitif merupakan salah satu prediktor resiliensi akademik mahasiswa, sehingga mereka tetap bisa berprestasi meskipun mengalami hambatan-hambatan selama masa studinya. Instrumen dari fleksibilitas kognitif menggunakan alat ukur CFI (Dennis & Vander Wal, 2010) yang terdiri dari dimensi alternatif dan kontrol. Selanjutnya, resiliensi akademik diukur menggunakan alat ukur ARS (Cassidy, 2016). Penelitian ini bertujuan untuk menginvestigasi pengaruh dimensi alternatif dan dimensi kontrol fleksibilitas kognitif terhadap resiliensi akademik mahasiswa KIP Kuliah. Penelitian dilakukan terhadap 166 mahasiswa aktif penerima KIP Kuliah berusia 18-24 tahun. Hasil penelitian menunjukkan bahwa fleksibilitas kognitif memiliki dapat memprediksi tingkat resiliensi akademik mahasiswa. Hasil studi juga menunjukkan bahwa fleksibilitas kognitif dimensi alternatif lebih berperan memprediksi resiliensi akademik dibandingkan dengan dimensi kontrol. Hasil penelitian ini diharapkan dapat menjadi pertimbangan bagi pihak Perguruan Tinggi untuk melatih fleksibilitas kognitif mahasiswa agar lebih mampu meningkatkan resiliensi akademik mereka.

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Cognitive flexibility is one of the essential abilities that must be possessed by students to remain adaptive in difficult situations. One of the difficulties experienced by students is due to economic factors, especially for KIP College students. Cognitive flexibility is a predictor of student academic resilience so that they can still achieve despite experiencing obstacles during their studies. The measurement for cognitive flexibility uses the CFI (Dennis & Vander Wal, 2010), which consists of alternative and control dimensions. Furthermore, academic resilience is measured using the ARS (Cassidy, 2016). This study aims to investigate the effect of alternative and control dimensions of cognitive flexibility on the academic resilience of KIP College students. The research was conducted on 166 active college students aged 18-24 years who received KIP. The results show that cognitive flexibility can predict the level of students’ academic resilience. The study results also show that the alternative dimension has a greater influence on academic resilience than the control dimension. The results of this study can be a suggestion for higher education institutions to train students' cognitive flexibility to be able to increase their academic resilience."

"Pandemi Covid-19 membawa sejumlah tantangan dalam dunia pendidikan, kususnya terkait proses belajar-mengajar siswa. Pandemi Covid-19 membawa sejumlah konsekuensi psikologis pada kondisi emosi siswa dan hal ini memengaruhi tingkat subjective well-being secara kusus dalam konteks sekolah. Sayangnya, penelitian mengenai dampak pandemi Covid-19 pada subjective well-being di sekolah masih belum banyak dilakukan di Indonesia. Oleh karena itu, penelitian ini bertujuan untuk melihat faktor-faktor internal yang diperkirakan dapat menjadi prediktor dari subjective well-being siswa di sekolah. Secara lebih spesifik, penelitian ini ingin melihat peran academic resilience dan student engagement terhadap subjective well-being yang dimediasi oleh academic hope pada pelajar SMA. Partisipan penelitian ini adalah 509 siswa SMA, SMK dan MA di Jabodetabek. Analisis dilakukan menggunakan uji structural equation modelling (SEM) dan diketahui bahwa model penelitian yang dikembangkan fit dengan data (RMSEA= 0.066 , GFI=0.901, NFI =0.901). Academic hope diketahui memediasi secara penuh hubungan antara student engagement dan subjective well-being, dan memediasi parsial hubungan antara academic resilience dengan subjective well-being. Hasil dari penelitian ini dapat digunakan sebagai acuan psikolog sekolah untuk mengembangkan academic resilience, student engagement, dan juga academic hope sebagai upaya untuk meningkatkan subjective well-being siswa di sekolah.

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The Covid-19 pandemic has brought a number of challenges in the world of education, especially related learning process of students. The are some psychological consequences caused by the pandemic, it affects student’s emotional state and also the level of student’s subjective well-being, in particular in the school context. Unfortunately, research on the impact of the Covid-19 pandemic on subjective well-being in schools is still not widely carried out in Indonesia. Therefore, this study aims to look at the internal factors that are thought to be predictors of the subjective well-being of students at school. More specifically, this study wants to see the role of academic resilience and student engagement on subjective well-being mediated by academic hope in high school students. The participants of this study were 509 senior high school, vocational and MA students in Jabodetabek. The analysis was carried out using the structural equation modeling (SEM) test and it is known that the research model developed fits the data (RMSEA = 0.066 , GFI = 0.901, NFI = 0.901). Academic hope is known to fully mediate the relationship between student engagement and subjective well-being, and partially mediate the relationship between academic resilience and subjective well-being. The results of this study can be used as a reference for school psychologists to develop academic resilience, student engagement, and also academic hope as an effort to improve the subjective well-being of students in schools."

"Beragam kesulitan dan tuntutan akademik dapat terjadi pada mahasiswa ketika memasuki perguruan tinggi. Mereka dituntut untuk mampu beradaptasi dalam menghadapi tantangan dan kegagalan selama menjalani studi hingga tamat. Hal itulah yang membuat mahasiswa tidak lepas dari berbagai hal yang menimbulkan rasa stres dan kurang menerima diri sehingga bisa berdampak pada psychological wellbeing mereka. Beberapa penelitian terdahulu telah menemukan bahwa psychological wellbeing dipengaruhi oleh berbagai faktor, salah satunya adalah resiliensi akademik. Oleh karena itu, tujuan penelitian ini adalah untuk melihat peran resiliensi akademik terhadap psychological wellbeing pada mahasiswa. Penelitian ini adalah penelitian kuantitatif dengan teknik analisis statistik regresi linear sederhana. Alat ukur yang digunakan adalah Ryff’s Psychological Wellbeing Scale dan Academic Resilience Scale-30. Partisipan penelitian ini melibatkan 238 mahasiswa (Perempuan = 73.9%; mean usia = 21.44; SD = 0.823). Hasil penelitian menunjukkan bahwa resiliensi akademik memiliki peran yang signifikan dan positif terhadap psychological wellbeing mahasiswa sebesar 33.7%. Hasil penelitian diharapkan dapat memberikan pemahaman yang lebih mendalam tentang bagaimana resiliensi akademik berperan penting terhadap psychological wellbeing mahasiswa.

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The academic difficulties and demands can be faced by students when they pursue higher education. They are required to be adaptable in facing challenges and failures along their studies until they successfully graduate. This situation causes these college students to experience various issues that lead to stress and low self-esteem, which can impact their psychological wellbeing. Previous studies have found that psychological wellbeing is influenced by various factors, one of which is academic resilience. Therefore, the aim of this study is to examine the role of academic resilience in the psychological wellbeing of students. This research is a quantitative study using simple linear regression analysis techniques. The measurement tools used are the Academic Resilience Scale-30 and Ryff’s Scale of Psychological Wellbeing. The participants of this study involved 238 college students (Female = 73.9%; mean age = 21.44; SD = 0.823). The results of the study indicate that academic resilience has a significant and positive role in the psychological wellbeing of these students, accounting for 33.7%. The research results are expected to provide a deeper understanding of how academic resilience contributes to psychological wellbeing among college students."

"Penelitian ini bertujuan untuk melihat peran Self-Regulated Learning terhadap Academic Resilience siswa Sekolah Khusus Olahragawan (SKO) Ragunan DKI Jakarta dengan maksimal usia partisipan adalah 18 tahun dengan 96 partisipan. Instrumen yang digunakan dalam penelitian ini adalah Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS) dan. Hasil analisis regresi linier pada penelitian ini menunjukkan bahwa Self-Regulated Learning (F = 29.1, p < .05) dapat secara signifikan memprediksikan Academic Resilience dengan R² =.237, yang artinya 23% varians skor Academic Resilience dapat dijelaskan oleh Self-Regulated Learning. Hasil penelitian ini memperkuat bukti penelitian yang menggambarkan adanya peranan yang signifikan pada Self-Regulated Learning dalam memprediksikan kemampuan Academic Resilience siswa SKO.

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This study aims to investigate the role of Self-Regulated Learniing in predicting Academic Resilience of Students Athletes at Special School of Sports Ragunan DKI Jakarta in Pandemic Era. The participants of this study were 96 students of SKO Ragunan DKI Jakarta with maximum age of 18 years. The research instrument used is the Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS). The results of liniear regression anlysis show that Self-Regulated Learning (F = 29.1, p < .05) can predict Academic Resilience with R² =.237, which means that 23% of the varians Academic Resilience scores can be explained by Self-Regulated Learning. The results of this study can clarify the direction of the relationship between Self-Regulated Learning and Academic Resilience in student athletes at SKO Ragunan DKI Jakarta in pandemic era"

"Mahasiswa dengan faktor risiko status sosial ekonomi rendah cenderung mengalami hambatan dan tekanan akademik yang lebih besar dibandingkan mahasiswa lainnya. Penelitian ini bertujuan untuk mengetahui apakah fleksibilitas kognitif dan approach-based goals memprediksi resiliensi akademik mahasiswa dengan status sosial ekonomi rendah. Penelitian bersifat korelasional dengan sampel mahasiswa Bidikmisi (N = 212). Alat ukur penelitian yang digunakan yaitu Cognitive Flexibility Inventory (CFI), subskala approach 3×2 Achievement Goal Questionnaire (AGQ), dan ARS-Indonesia. Hasil analisis regresi linear berganda antara fleksibilitas kognitif dan approach-based goals terhadap resiliensi akademik menunjukkan hasil yang signifikan (R2 = 0,411, p < 0,001). Fleksibilitas kognitif (β = 0,53, t = 8,91, p < 0,001), self-approach goals (β = 0,15, t = 2,02, p < 0,05) dan other-approach goals (β = 0,18, t = 2,09, p < 0,05) merupakan prediktor signifikan dari resiliensi akademik mahasiswa Bidikmisi. Spesifiknya fleksibilitas kognitif memiliki kontribusi variansi terbesar terhadap resiliensi akademik mahasiswa Bidikmisi (22,5%). Penelitian ini menunjukkan kontribusi fleksibilitas kognitif dan approach-based goals dalam menumbuhkan resiliensi akademik mahasiswa dengan status sosial ekonomi rendah (khususnya mahasiswa Bidikmisi).

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College students with low socioeconomic status tend to experience psychological barriers which puts them at a greater academic stress than other college students. This study aims to determine whether cognitive flexibility and approach-based goals are able to predict the academic resilience of low socioeconomic college students. This is a correlational study using a sample of Bidikmisi college student (N = 212). Cognitive Flexibility Inventory (CFI), approach subscale of 3×2 Achievement Goal Questionnaire (AGQ), and ARS-Indonesia are used in this study. Multiple regression analyses shows that cognitive flexibility and approach-based goals significantly predicted academic resilience (R2 = 0,411, p < 0,001). Cognitive flexibility (β = 0,53, t = 8,91, p < 0,001), self-approach goals (β = 0,15, t = 2,02, p < 0,05), and other-approach goals (β = 0,18, t = 2,09, p < 0,05) are significant predictors of academic resilience. Specifically, cognitive flexibility is the utmost predictor with greater contribution to academic resilience (22,5%). This result shows the contribution of cognitive flexibility and approach-based goals in building the academic resilience of low socioeconomic college students (specially Bidikmisi college students)."

"Penelitian ini bertujuan untuk mengenali faktor-faktor yang berkontribusi terhadap resiliensi akademik mahasiswa baru angkatan 2020 yang harus bertransisi ke kehidupan perkuliahan secara daring akibat pandemi COVID-19. Hasil analisis statistik menggunakan teknik regresi berganda dengan sampel sejumlah 322 mahasiswa (Musia = 18,09, 72,98% perempuan) menunjukkan bahwa dua faktor, yaitu kesiapan belajar daring dan kemampuan metakognitif, memprediksi sekitar 47% varians dari resiliensi akademik. Dengan demikian, agar mahasiswa baru dapat beradaptasi dengan situasi perkuliahan di tengah pandemi, mereka membutuhkan kesiapan untuk belajar daring dan kemampuan metakognitif. Hasil penelitian mengimplikasikan bahwa institusi pendidikan perlu mempertimbangkan kesiapan siswanya ketika memutuskan untuk mengubah pembelajaran menjadi daring sebagai upaya untuk mengatasi disrupsi pendidikan akibat situasi krisis seperti pandemi COVID-19. Intervensi yang menyasar kesiapan belajar daring dan kemampuan metakognitif juga dapat dilakukan untuk membantu pemelajar mengoptimalkan proses belajar mereka. Studi berikutnya disarankan agar mengindentifikasi faktor lain yang berkontribusi terhadap resiliensi akademik, serta menggunakan sampel dengan variabilitas karakteristik lebih tinggi.

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This study aims to identify factors that contribute to academic resilience of first-year university students who, due to the COVID-19 pandemic, must switch to online learning in the midst of adapting to college life. A multiple regression analysis using data from 322 first-year students (Mage = 18,09, 72,98% female) found that 47% of the variance in academic resilience score can be attributed to two factors, which are online learning readiness and metacognitive ability. Therefore, online learning readiness and metacognitive ability are needed in order for first-year university students to adapt successfully to challenges associated with online learning in the middle of a pandemic. This result implies that educational institution must consider students’ online learning readiness when choosing to adopt online learning as a response to mitigate the impact of education disruption due to crisis, such as COVID-19 pandemic. Intervention that aims to increase students’ online learning readiness and metacognitive ability can be considered so that students can optimize their learning process. Subsequent studies should seek to identify other factors that contribute to academic resilience and to use a more diverse sample."

"Penelitian ini membahas tentang hubungan antara self-efficacy dan dukungan sosial keluarga dengan resiliensi akademik pada mahasiswa tingkat akhir Program Sarjana Ilmu Kesejahteraan Sosial, Universitas Indonesia. Mahasiswa selama bertahun-tahun melalui berbagai tahapan dalam studinya. Pada tahap akhir, mahasiswa memiliki kewajiban untuk membuat karya tulis ilmiah berupa tugas akhir sebagai salah satu syarat kelulusan. Dalam penyusunan tugas akhir, proses-proses yang perlu dilalui, mulai dari perencanaan, pelaksanaan penelitian, analisis data penelitian, hingga penulisan tugas akhir menjadi hal yang cukup menyita waktu dan menguras tenaga mahasiswa. Untuk menghadapi situasi ini, mahasiswa perlu memiliki keyakinan akan kemampuan diri dalam menyelesaikan tugas akhir dan penguatan yang diperoleh dari orang- orang terdekat, seperti keluarga. Penelitian ini dilakukan pada rentang waktu dari bulan Februari–Juni 2024. Penelitian ini menggunakan pendekatan kuantitatif dan menggunakan metode survei dengan mendistribusikan pertanyaan dalam bentuk kuesioner kepada sampel. Sampel ditarik dengan teknik total sampling dan data berhasil dihimpun dari total delapan puluh (80) orang responden yang merupakan mahasiswa tingkat akhir Program Sarjana Ilmu Kesejahteraan Sosial, Universitas Indonesia. Uji korelasi Kendall's tau-b dilakukan untuk menganalisis data yang menghasilkan adanya hubungan positif yang signifikan antara variabel self-efficacy dan variabel resiliensi akademik. Dengan menggunakan metode yang sama, hasil analisis dari variabel dukungan sosial keluarga dan variabel resiliensi akademik tidak menunjukkan hasil yang signifikan. Temuan ini menunjukkan bahwa self-efficacy memiliki peran dalam tingkat resiliensi akademik mahasiswa tingkat akhir Program Sarjana Ilmu Kesejahteraan Sosial, Universitas Indonesia. Sedangkan, dukungan sosial keluarga tidak menjadi faktor yang memprediksi tingkat resiliensi mahasiswa tingkat akhir Program Sarjana Ilmu Kesejahteraan Sosial, Universitas Indonesia. Hasil penelitian ini dapat menjadi sumbangsih tidak hanya pada aspek akademis, tetapi juga dapat diaplikasikan dalam rencana intervensi untuk meningkatkan resiliensi akademik mahasiswa tingkat akhir.

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This research discusses the relationship between self-efficacy and family social support and academic resilience in final year students of the Bachelor Program of Social Welfare, University of Indonesia. Undergraduate students pursue higher education for years by going through various stages in their studies. At the final stage, students have the obligation to write a scientific paper in the form of a final assignment as one of the graduation requirements. In creating the final assignment, the processes that need to be gone through, starting from planning, conducting research, analyzing research data, to writing the final assignment are quite time-consuming and exhausting for the students. To face this situation, students need to have efficacy in their abilities to complete their final assignments and receive reinforcement from those closest to them, such as family. This research was conducted over the period from February to June 2024. This research uses a quantitative approach and uses a survey method by distributing questions in the form of a questionnaire to the sample. The sample was drawn using a total sampling technique and data was collected from a total of eighty (80) respondents who were final year students of the final year students of the Bachelor Program of Social Welfare, University of Indonesia. The Kendall's tau-b correlation test was carried out to analyze data which resulted in a significant positive relationship between the self-efficacy variable and the academic resilience variable. Using the same method, the results of the analysis of the family social support variable and the academic resilience variable did not show significant results. These findings indicate that self-efficacy has a role in the level of academic resilience of final year students of the Bachelor Program of Social Welfare Studies, University of Indonesia. Meanwhile, family social support is not a factor that predicts the level of resilience of final year students of the Bachelor Program of Social Welfare Studies, University of Indonesia. The results of this research can be a contribution not only to the academic aspect but can also be applied in intervention plans to increase the academic resilience of final year students."

"Perubahan sistem belajar menjadi Pembelajaran Jarak Jauh (PJJ) menyebabkan kondisi motivasi akademik siswa tidak optimal. Kondisi motivasi akademik siswa penting untuk diperhatikan agar performa dan hasil belajar siswa dapat terjaga. Pada penelitian dengan konteks sekolah tatap muka, ditemukan bahwa persepsi siswa terhadap perilaku mengajar guru dan resiliensi akademik menjadi faktor yang berperan pada kondisi motivasi akademik siswa. Perilaku mengajar guru berperan pada motivasi akademik dengan memenuhi kebutuhan dasar psikologis siswa melalui autonomy support, involvement, dan structure. Resiliensi akademik berperan menjaga motivasi akademik jika siswa memiliki kegigihan, memahami diri sendiri, dan memiliki kestabilan emosi. Penelitian ini dilakukan untuk menguji peran persepsi perilaku mengajar guru dan resiliensi akademik secara bersamaan terhadap motivasi akademik pada konteks PJJ. Motivasi akademik diukur dengan Academic Motivation Scale (AMS), persepsi perilaku mengajar guru diukur dengan Teacher as Social Context Questionnaire (TASCQ), dan resiliensi akademik diukur dengan School Resilience Scale (SRS). Partisipan penelitian ini adalah 223 siswa SMA yang sedang menjalani PJJ yang didapat melalui kuesioner daring. Hasil penelitian ini menunjukkan bahwa persepsi perilaku mengajar guru dan resiliensi akademik secara bersamaan signifikan berperan pada motivasi akademik dengan kontribusi sebesar 29%. Dapat disimpulkan bahwa motivasi akademik dapat meningkat ketika persepsi siswa terhadap perilaku guru dan kapasitas resiliensi akademik siswa semakin baik. Oleh karena itu, perilaku mengajar guru dan kapasitas resiliensi akademik siswa perlu diperhatikan agar kondisi motivasi akademik siswa dapat terjaga.

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The change in the learning system to distance learning causes students to lack academic motivation. Students' academic motivation is essential to maintain student performance and learning outcomes. Studies with a face-to-face school context found that students' perceived teaching behavior and academic resilience predicted students' academic motivation. Teaching behavior predicts academic motivation by accomplishing students' basic psychological needs through autonomy support, involvement, and structure. Academic resilience predicts academic motivation if students have perseverance, reflecting adaptive help-seeking, and emotional stability. This study examines the role of perceived teaching behavior and academic resilience on academic motivation in the distance learning context. Academic motivation was measured by the Academic Motivation Scale (AMS), perceived teaching behavior was measured by the Teacher as Social Context Questionnaire (TASCQ), and academic resilience was measured by the School Resilience Scale (SRS). The participants of this study were 223 high school students who were undergoing distance learning acquired through an online questionnaire. This study shows that the perceived teaching behavior and academic resilience significantly influence academic motivation, with 29% contribution. Therefore, addressing teaching behavior and students' academic resilience capacity is needed to maintain students' academic motivation."