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All Journal Integrated Science Education Journal Journal An-Nafs: Kajian Penelitian Psikologi
Kartika Nur Fathiyah
Yogyakarta State University
Education Environmental Science Social Sciences Other

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Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools Ratna Yanita Kusuma; Kartika Nur Fathiyah
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 1 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i1.5448

Abstract

The implementation of inclusive education remains hindered by insufficient supporting facilities, presenting considerable challenges for teachers. Failure to effectively manage these challenges increases psychological vulnerability and threatens teacher resilience. This study investigates self-efficacy and social support as joint predictors of teacher resilience in inclusive elementary schools, offering a novel contribution by examining their combined influence across specific resilience dimensions. Using a quantitative approach and an ex post facto design, data were collected from 156 inclusive elementary school teachers in Bantul Regency. The study employed structural equation modeling with the partial least squares (SEM-PLS) method. Results showed that both self-efficacy and social support significantly predicted overall teacher resilience (R² = 0.357, Q² = 0.301), as well as each dimension: personal competence and persistence (R² = 0.352), family cohesion (R² = 0.169), social skills and peer relationships (R² = 0.264), and spiritual influences (R² = 0.190). The study highlights that resilient teachers are supported by both internal confidence and external networks, enabling them to sustain professional performance in inclusive settings. This research advances the field by providing empirical evidence for a multidimensional predictive model of resilience, which had not been sufficiently addressed in prior studies. These findings suggest the need for interventions that integrate psychological empowerment and social support mechanisms to strengthen teacher resilience in inclusive education.
Hope as a Mediator in the Relationship between Gratitude and Life Satisfaction among Science Students Neni Trinovita; Kartika Nur Fathiyah; Halima Halima; Hadi Alhail
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3580

Abstract

Purpose of the study: This study aimed to examine the effect of gratitude on life satisfaction among students and to investigate whether hope mediates this relationship. The study also sought to clarify the psychological mechanism through which gratitude contributes to life satisfaction. Methodology: This quantitative survey involved 475 science students  selected using an accidental sampling technique. Data were collected using the Gratitude Questionnaire-6 (GQ-6), Snyder's Hope Scale (SHS), and the Satisfaction with Life Scale (SWLS). Mediation analysis with 5,000 bootstrap resamples was performed using Jamovi version 2.6. Main Findings: These findings suggest that efforts to improve adolescent life satisfaction need to consider developing hope in addition to gratitude. The findings showed that hope significantly mediated the relationship between gratitude and life satisfaction. The indirect effect of gratitude on life satisfaction through hope was significant (β = 0.28379, p < 0.001), whereas the direct effect became non-significant after hope was included in the model (β = −0.00332, p = 0.955), indicating full mediation. These findings suggest that gratitude contributes to students' life satisfaction primarily by strengthening hope. Novelty/Originality of this study: This study provides empirical evidence that hope functions as a full mediator in the relationship between gratitude and life satisfaction among students. The findings extend the application of Hope Theory by clarifying the psychological mechanism through which gratitude enhances life satisfaction and provide practical implications for developing interventions that integrate gratitude and hope to promote students' psychological well-being.
Co-Authors Hadi Alhail Halima Halima Neni Trinovita Ratna Yanita Kusuma