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Abstrak :
Penelitian ini dilakukan untuk melihat peran grit sebagai prediktor opini subjektif kesejahteraan di sekolah untuk siswa sekolah menengah di Jakarta dan Depok. Kesejahteraan subjektif sekolah adalah keadaan siswa yang menilai pengalaman secara subjektif dan emosional kehidupan sekolah mereka (Tian, ​​2008). Sedangkan grit adalah ketekunan dan semangat untuk tujuan jangka panjang (Duckworth, Peterson, Matthews, & Kelly, 2007). Sebanyak 459 siswa SMA mengikuti studi ini dengan mengisi Alat ukur kuisioner Penjelasan Singkat Kesejahteraan Subyektif Remaja dalam Skala Sekolah (BASWBSS)(Tian, ​​2008) dan Short Grit Scale (Duckworth, Peterson, Matthews, & Kelly, 2007). Hasil Penelitian ini menunjukkan bahwa grit memiliki peran yang positif dan signifikan sebagai prediktor kesejahteraan subjektif di sekolah, dan sebaliknya. Berdasarkan hasil Dikatakan bahwa, dapat dikatakan siswa dengan grit yang lebih tinggi akan memiliki juga kesejahteraan subjektif yang lebih tinggi di sekolah, dan sebaliknya. ...... This research was conducted to see the role of grit as a predictor of welfare opinion in schools for high school students in Jakarta and Depok. Subjective welfare of the school is the condition of students who assess experiences subjectively and emotionally their school life (Tian, ​​2008). Whereas grit is persistence and passion for long-term goals (Duckworth, Peterson, Matthews, & Kelly, 2007). A total of 459 high school students participated in this study by filling out a questionnaire measuring tool Brief Explanation of Youth Subjective Welfare on a School Scale (BASWBSS) (Tian, ​​2008) and Short Grit Scale (Duckworth, Peterson, Matthews, & Kelly, 2007). The results of this study indicate that grit has a positive and significant role as a predictor of subjective welfare in schools, and vice versa. Based on the results, it is said that, it can be said that students with higher grit will also have higher subjective welfare in school, and vice versa.

Abstrak :
Tujuan penelitian ini ingin melihat hubungan antara school belonging dan subjective well-being in school pada remaja awal di pesantren. Banyaknya peraturan dan tuntutan di pesantren bukanlah hal mudah untuk dijalani oleh para remaja awal. Mereka sangat rentan melakukan berbagai pelanggaran di sekolah yang merupakan indikator rendahnya subjective well-being in school. Padahal subjective well-being in school yang tinggi akan meningkatkan keberhasilan akademik dan membuat mereka memiliki kesehatan mental serta fisik yang baik. Salah satu faktor penting yang memengaruhi subjective well-being in school adalah school belonging. Di pesantren, para siswa diharuskan tinggal bersama dan lebih banyak berinteraksi dengan teman-teman dan para guru dibandingkan sekolah lainnya, sehingga seharusnya school belonging yang mereka miliki tinggi. School belonging juga merupakan kebutuhan penting bagi para remaja awal. Dengan demikian, remaja awal di pesantren seharusnya memiliki school belonging yang tinggi yang akan berhubungan dengan subjective well-being in school mereka. Responden penelitian ini terdiri dari 167 siswa remaja awal dari 4 pesantren di wilayah Depok dan Bogor. School belonging diukur menggunakan Psychological Sense of School Membership Among Adolescents dan subjective well-being in school diukur menggunakan Brief Adolescents rsquo; Subjective Well-Being in School Scale. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara school belonging dan subjective well-being in school pada remaja awal di pesantren.

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The purpose of this study is to know the relationship between school belonging and subjective well being in school among early adolescents in pesantren. The number of rules and demands in pesantren is not easy for early adolescents. They are very vulnerable to violations in school that are indicators of low level subjective well being in school. In fact, high level of subjective well being in school can improve their academic success and have good mental and physical health. One important factor that affecting subjective well being in school is school belonging. In pesantren, students are required to live together and interact more with friends and teachers than any other school. That situation should make their school belonging higher. School belonging is an important needs for early adolescents. Thus, early adolescents in pesantren should have high level school belonging that will relate to their subjective well being in school. The respondents consisted of 167 early adolescents from 4 pesantren in Depok and Bogor. School belonging was measured using Psychological Sense of School Membership Among Adolescents and subjective well being in school were measured using the Brief Adolescents 39 Subjective Well Being in School Scale. The results showed a significant positive correlation between school belonging and subjective well being in school among early adolescents in pesantren.

Abstrak :
ABSTRAK Di tengah perubahan berbagai tuntutan sekolah yang semakin tinggi, subjective well-being siswa Sekolah Menengah Atas (SMA) cenderung mengalami penurunan. Dari gambaran subjective well-being secara global tersebut, diperlukan pengukuran subjective well-being pada konteks yang lebih spesifik untuk melihat lebih akurat mengenai keadaan siswa SMA khususnya pada konteks sekolah. Subjective well-being in school merupakan konstruk yang dapat mengukur kepuasan sekolah, pengalaman emosi positif dan pengalaman emosi negatif di sekolah. Di antara berbagai aspek yang dapat berhubungan dengan subjective well-being in school, achievement goal orientation merupakan salah satu konstruk yang perlu ditelusuri lebih lanjut. Penelitian ini bertujuan untuk melihat setiap pengaruh tipe achievement goal orientation dengan menggunakan kerangka 2 x 2 yang dikemukakan oleh Elliot & McGregor. Berdasarkan hasil analisis regresi linear, mastery-approach goal, performace-approach goal dan performance-avoidace goal memiliki pengaruh yang signifikan terhadap subjective well-being in school di sampel siswa SMA. Mastery-avoidance menunjukan tidak adanya pengaruh yang signifikan terhadap school well-being in school. Hasil dari penelitian tersebut dapat mendukung hasil penelitian sebelumnya dan juga memberikan gambaran mengenai tipe achievement goal orientation dengan kerangka 2 x 2 yang sebelumnya masih belum banyak ditelusuri

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ABSTRACT In the midst of increasing academic pressure that high school students face, their subjective well-being tends to be declining as they go through school years. Furthermore, we have to measure more context-spesific subjective well-being to ensure more thorough and accurate information that better depict their situation. Therefore, we use subjective well-being in school which consists of school satisfaction, positive affect, and negative affect in school. Between several variables that correlates to subjective well-being in school, achievement goal orientation needs to gain more attention. This research is intended to see the effect of each type of goal orientation to subjective well-being in school by using 2 x 2 framework that has been stated by Elliot and McGregor. Based on single regression analysis, mastery-approach goal, performace-approach goal and performance-avoidace goal has significant effect to subjective well-being in school in 11th Grade high school students. However, mastery-avoidance shows no significant effect to subjective well-being in school. Results of this research support earlier research and it gives us broader information about achievement-goal orientation with 2 x2 framework.