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"Penelitian ini bertujuan untuk melihat bagaimana hubungan antara pengalaman neglect oleh orang tua pada masa kanak-kanak dan psychological distress ketika dewasa. Penelitian dilakukan kepada 382 mahasiswa tahun pertama di Universitas Indonesia dengan rentang usia 18-20 tahun. Psychological distress diukur menggunakan Self Reporting Questionnaire (WHO, 1994) dan childhood parental neglect diukur dengan The Multidimensional Neglectful Behavior Scale, Form AS: Adolescent and Adult-Recall, Short Version (Straus, Kinard, & Williams, 1995). Pengujian statistik dengan simple linear regression membuktikan bahwa childhood parental neglect (M = 13.94 , SD = 3.83) dan psychological distress (M = 7.23, SD = 4.70) berkorelasi secara signifikan dan positif (F(1.380) = 29.521, p = .000) dengan effect size sebesar R2 = 0.072. Hal ini mengindikasi bahwa psychological distress yang dialami mahasiswa tahun pertama di Universitas Indonesia berhubungan dengan pengalaman childhood parental neglect, dimana jika skor childhood parental neglect meningkat maka skor psychological distress juga akan meningkat.

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This research aimed to explore the relationship between childhood experience of neglect by parents and later psychological distress. The research conducted to 382 first-year students at Universitas Indonesia with age range of 18-20 years. Psychological distress is measured using the Self Reporting Questionnaire (WHO, 1994) and childhood parental neglect is measured by the Multidimensional Neglect Behavior Scale, Form US: Adolescent and Adult-Recall, Short Version (Straus, Kinard, & Williams, 1995).

Statistical testing with simple linear regression proved that childhood parental neglect (M = 13.94, SD = 3.83) and psychological distress (M = 7.23, SD = 4.70) correlated significantly and positively (F(1.380) = 29.521, p = .000) with an effect size of R2 = 0.072. The result indicates that the psychological distress experienced by first-year students at Universitas Indonesia related to the history of childhood parental neglect, when the childhood parental neglect score increases, the psychological distress score will also increase."

"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."