Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal MEDIAPSI Insight: Jurnal Ilmiah Psikologi Jurnal Eduscience (JES)
Fun, Lie Fun
Unknown Affiliation
Humanities Education Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Peran bentuk social support terhadap academic burnout pada mahasiswa Psikologi di Universitas “X” Bandung Fun, Lie Fun; Kartikawati, Ida Ayu Nyoman; Imelia, Lisa; Silvia, Fransiska
Mediapsi Vol 7, No 1 (2021): JUNE
Publisher : MEDIAPSI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.mps.2021.007.01.3

Abstract

Psychology students may experience the symptoms of academic burnout, which can be reduced by good social supports that may manifest in multifarious forms, be they appraisal, belonging, and tangible. This study aimed to examine the role of social supports in explaining academic burnout among psychology undergraduate students. Participants were 327 psychology undergraduate students at X University who were recruited based on quota sampling. We analysed the data using multiple regression analysis to assess how much social supports contribute to academic burnout. The results revealed that belonging (15%) and appraisal (12%) significantly contributed, whereas tangible did not contribute to participants’ symptoms of academic burnout. These observations, overall, suggest the importance of conducting follow-up research using qualitative methods and involving other factors beyond social supports that arguably affect academic burnout among psychology students.Mahasiswa psikologi memiliki peluang yang besar untuk mengalami gejala academic burnout, yang bisa dikurangi melalui dukungan sosial berupa appraisal, belonging dan tangible. Penelitian ini bertujuan untuk mendapatkan gambaran tentang peran bentuk dukungan sosial terhadap burnout academic pada mahasiswa program studi sarjana psikologi. Sebanyak 327 mahasiswa psikologi di Universitas “X” dipilih menggunakan sampling kuota. Data dianalisis menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa bentuk dukungan sosial yang paling berkontribusi terhadap gejala burnout academic yang dialami partisipan adalah belonging (15%) dan appraisal (12%), sementara tangible support tidak berkontribusi secara signifikan. Temuan ini menekankan pentingnya dilakukan penelitian lanjutan dengan menggunakan metode kualitatif serta melibatkan faktor-faktor selain dukungan sosial yang secara logis mempengaruhi academic burnout pada mahasiswa psikologi.
Peran bentuk social support terhadap academic burnout pada mahasiswa Psikologi di Universitas “X” Bandung Fun, Lie Fun; Kartikawati, Ida Ayu Nyoman; Imelia, Lisa; Silvia, Fransiska
Mediapsi Vol 7 No 1 (2021): JUNE
Publisher : Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.mps.2021.007.01.3

Abstract

Psychology students may experience the symptoms of academic burnout, which can be reduced by good social supports that may manifest in multifarious forms, be they appraisal, belonging, and tangible. This study aimed to examine the role of social supports in explaining academic burnout among psychology undergraduate students. Participants were 327 psychology undergraduate students at X University who were recruited based on quota sampling. We analysed the data using multiple regression analysis to assess how much social supports contribute to academic burnout. The results revealed that belonging (15%) and appraisal (12%) significantly contributed, whereas tangible did not contribute to participants’ symptoms of academic burnout. These observations, overall, suggest the importance of conducting follow-up research using qualitative methods and involving other factors beyond social supports that arguably affect academic burnout among psychology students.Mahasiswa psikologi memiliki peluang yang besar untuk mengalami gejala academic burnout, yang bisa dikurangi melalui dukungan sosial berupa appraisal, belonging dan tangible. Penelitian ini bertujuan untuk mendapatkan gambaran tentang peran bentuk dukungan sosial terhadap burnout academic pada mahasiswa program studi sarjana psikologi. Sebanyak 327 mahasiswa psikologi di Universitas “X” dipilih menggunakan sampling kuota. Data dianalisis menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa bentuk dukungan sosial yang paling berkontribusi terhadap gejala burnout academic yang dialami partisipan adalah belonging (15%) dan appraisal (12%), sementara tangible support tidak berkontribusi secara signifikan. Temuan ini menekankan pentingnya dilakukan penelitian lanjutan dengan menggunakan metode kualitatif serta melibatkan faktor-faktor selain dukungan sosial yang secara logis mempengaruhi academic burnout pada mahasiswa psikologi.
INGAT ATAU TIDAK INGAT? SUATU PENELITIAN PADA MAHASISWA DENGAN MENGGUNAKAN INDUKSI MINDFULNESS Yan, ka; Fun, Lie Fun; Cakrangadinata, Cakrangadinata
Insight: Jurnal Ilmiah Psikologi Vol. 22 No. 2: Agustus 2020
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v22i2.1039

Abstract

kesadaran dan menanggapi secara terampil proses-proses mental yang berkontribusi pada emotional distress dan perilaku yang maladaptif (Bishop, et al., 2004). Dengan demikian, mindfulness membuat seseorang lebih well being, memiliki atensi yang lebih terpusat dan pada akhirnya lebih akurat dalam mengingat. Tujuan penelitian ini adalah untuk mengetahui pengaruh mindfulness terhadap memori sehingga menggunakan metode eksperimental. Sampel yang dipilih adalah mahasiswa  sebanyak 76 orang untuk studi  pertama  (untuk mengetahui pengaruh pada short term memory) dan 60 orang  untuk studi  kedua (untuk mengetahui pengaruh pada long term memory). Masing-masing studi terdiri dari kelompok eksperimen dan kontrol. Alat ukur memori yang dipakai adalah clip dan pertanyaan tentang clip ‘Pay It Forward’ yang disusun oleh Carissa (2017) untuk studi 1, sedangkan untuk study 2 menggunakan alat ukur baku yaitu The Rey Ostterieth Complex Figure (ROFC) oleh Rey dan Osterrieth. Pada studi pertama, diperoleh hasil tidak terdapat perbedaan short term memory pada mahasiswa. Sedangkan pada studi kedua diperoleh hasil terdapat perbedaan long term memory pada mahasiswa. Untuk penelitian selanjutnya, peneliti menyarankan penelitian mengenai mindfulness dan long term memory, dengan menggunakan alat ukur memori lain (seperti kata-kata maupun angka). Peneliti juga menyarankan melakukan penelitian dengan melakukan induksi mindfulness dalam jangka waktu lebih panjang atau melakukan intervensi mindfulness selama 8 minggu.
ACADEMIC STRESS AMONG STUDENTS: A PERSPECTIVE OF MINDSET AND ACADEMIC HARDINESS Analya, Priska; Adelina, Ira; Fun, Lie Fun; Lee, Andrew; Wijaya, Joanna
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.8091

Abstract

Purpose – Building on mindset theory (growth and fixed mindsets), which emphasizes beliefs about the malleability of ability, and the concept of academic hardiness (commitment, control, challenge) as a source of resilience in coping with academic pressure, this study examines the roles of both factors in university students' academic stress. Prior research has more often tested mindset or hardiness separately, leaving the extent of their simultaneous contributions to predicting academic stress unclear, particularly in student populations. Hence, the present study is designed to examine the effect of mindset and academic hardiness on the students' view of academic stress.Methodology – This study employed a quantitative correlation design using convenience sampling, involving 468 undergraduate students in the city of Bandung. The data were analyzed using multiple regression and collected through the Mindset Scale, the Revised Academic Hardiness Scale (RAHS), and the Academic Stress Inventories.Findings – Academic hardiness was a significant and negative predictor of academic stress, whereas mindset was not a significant predictor of academic stress. The model accounted for 13.8% of the variance for academic stress, indicating that students' stress is more effectively buffered by resilience-related factors than by the cognitive orientation to stress.Contribution – The findings underscore academic hardiness as a stronger protective factor for managing academic stress. Practically, universities may prioritize strengthening hardiness through stress-management training, challenge-based learning, and support for emotion regulation to promote students’ adaptation and mental health.
Co-Authors Cakrangadinata, Cakrangadinata Imelia, Lisa Ira Adelina Kartikawati, Ida Ayu Nyoman Lee, Andrew Silvia, Fransiska Wijaya, Joanna Yan, Ka