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"ABSTRAKPenelitian ini dilakukan untuk mengetahui hubungan antara keterlibatan ayah dan college self-efficacy pada mahasiswa tahun pertama di Universitas Indonesia. Sebanyak 606 responden yang merupakan mahasiswa tahun pertama angkatan 2017 di Universitas Indonesia berpartisipasi dalam penelitian ini. Keterlibatan ayah didefinsikan sebagai sejauh mana seorang ayah menjalankan perannya dan berpartisipasi aktif dalam berbagai aspek kehidupan anaknya. College self-efficacy didefinisikan sebagai derajat keyakinan bahwa individu mampu untuk sukses dalam melaksanakan tugas yang berkaitan dengan perkuliahan. Keterlibatan ayah diukur menggunakan dua alat ukur yang menilai keterlibatan ayah dalam dua domain yang berbeda. Alat ukur Nurturant Fathering Scale NFS mengukur keterlibatan ayah dalam domain afektif, sedangkan Father Involvement Scale FIS mengukur keterlibatan ayah dalam domain perilaku. Kedua alat ukur keterlibatan ayah yang digunakan dalam penelitian ini dikembangkan oleh Finley dan Schwartz 2004 . Untuk mengukur college self-efficacy, digunakan alat ukur College Self-Efficacy Inventory CSEI yang dibuat dan dikembangkan oleh Solberg, O rsquo;Brien, Villareal, Kennel, dan Davis 1993 . Hasil pengukuran menggunakan teknik statistik Pearson Correlation menunjukkan bahwa terdapat hubungan yang signifikan antara keterlibatan ayah, baik dalam domain afektif dan perilaku, dengan college self-efficacy pada mahasiswa tahun pertama di Universitas Indonesia.

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ABSTRACTThis study was conducted to find the correlation between father involvement and college self efficacy among first year college student in Universitas Indonesia. A total of 606 respondents who were first year college students class of 2017 at Universitas Indonesia participated in this research. Father involvement was defined as the extent to which a father performs his role and actively participates in various aspects of his child rsquo s life. College self efficacy was defined as a student rsquo s degree of confidence that they could successfully complete a given college related task. Father involvement was measured using two different instruments that assessed two different domains. Nurturant Fathering Scale NFS measured father involvement in the affective domain, while Father Involvement Scale FIS measured father involvement in behavioral domain. The two instrument of father involvement used in this study were developed by Finley and Schwartz 2004 . College Self Efficacy Inventory CSEI developed by Solberg, O rsquo Brien, Villareal, Kennel, and Davis 1993 was used to measure college self efficacy. The Pearson Correlation indicates significant correlation between father involvement, both in affective and behavioral domains, with college self efficacy among first year college student in Universitas Indonesia. "

"Distres merupakan permasalahan psikologis yang umum dialami pada mahasiswa. Self-esteem dan college adjustment adalah faktor yang berkaitan dengan distres pada mahasiswa di tahun pertama perkuliahan. Untuk itu, penelitian ini ingin melihat peran self-esteem dan college adjustment sebagai prediktor distres pada mahasiswa tahun pertama di Universitas Indonesia. Partisipan penelitian ini merupakan 255 mahasiswa tahun pertama Universitas Indonesia angkatan 2019. Distres diukur menggunakan Self Reporting Questionnaire 20 (SRQ-20). Rosenberg Self-Esteem Scale (RSES) digunakan untuk mengukur self-esteem dan Student Adaptation to College Questionner (SACQ) untuk mengukur college adjustment. Hasil penelitian yang diperoleh menunjukkan bahwa self-esteem dan college adjustment dapat memprediksi distres mahasiswa tahun pertama. Selain itu, hasil penelitian ini secara spesifik juga menunjukkan bahwa prediktor terkuat bagi distres adalah dimensi personal-emotional adjustment. Untuk penelitian yang akan datang, peneliti menyarankan untuk memerhatikan waktu pengambilan data, menambahkan variabel demografis, serta metode pengujian reliabilitas dan validitas yang digunakan.

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ABSTRACTDistres is a psychological problem commonly experienced by first-year college students. Self-esteem and college adjustment are known as several factors that related to distress. This study examines the role of self-esteem and college adjustment as predictors of distress among first-year college students. The participants of this study were 255 first-year college students at University of Indonesia. Distres was measured using Self Reporting Questionnaire 20 (SRQ-20). Rosenberg Self-Esteem Scale (RSES) to measure self-esteem, and Student Adaptation to College Questionners (SACQ) to measure college adjustment. The results show that self-esteem and college adjustment can predict first-year student distress. In addition, this study also shows that personal-emotional adjustment is the strongest predictor of distress. For future research purposes, the author suggests to consider the data collecting period, consider demographic variables, as well as the method used in analyzing the reliability and validity of the instruments used."

"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."