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All Journal Padjadjaran Journal of Dental Researchers and Students Jurnal Eduscience (JES) Aksara: Jurnal Ilmu Pendidikan Nonformal Personifikasi: Jurnal Ilmu Psikologi SENTRI: Jurnal Riset Ilmiah SWARNA Eduvest - Journal of Universal Studies SWARNA: Jurnal Pengabdian Kepada Masyarakat Journal of Psychological Research Humanitas
Meilani Rohinsa
Universitas Kristen Maranatha
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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Kontribusi Trait Kepribadian dan Prestasi Belajar pada Mahasiswa Fakultas Psikologi Angkatan 2014 di Universitas ‘X’ Bandung Priska Analya; Meilani Rohinsa
Humanitas (Jurnal Psikologi) Vol 1 No 2 (2017)
Publisher : Universitas Kristen Maranatha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28932/humanitas.v1i2.420

Abstract

The Aim of this study is with  to acquire the contribution of Personality Trait and academic Achievement on sitxth grade students of psychology faculty in “X” University-Bandung. The variable in this research was measured by using The NEO-Personality-Revised questionnaire that had translated by the researcher, based on Costa and McCrae (1992). The questionnaire consist of  120 items self-report. The result of validity test is in the midst of 0,322 - 0,598, and the reliability score for Neuroticism is 0,65, Aggreableness is 0,78, Extraversion is 0,67, conscientiousness is  0,61, and  Openness is 0,83. Classical Assumption for regression using Multicolinearity diagnostic and Glejser. Using the purposive sampling as the sampling technique, the researcher obtained 170 students as respondents in this research. The results of this study showed that regression model can’t be used to predict Trait Personality and Academic Achievement. Big Five personality trait don’t have significant influence with Academic Achievement. Big Five Personality trait’s contribution score to Academic Achievement are 2,7%. Suggestion for the next study, should consider the variation of Academic Achievement, and the proporsion of age and gender. The other Suggestion is to assess contribution of another factors such as time management, anxiety, and self efficacy with Academic Achievement
Pelatihan Self-Efficacy Dalam Meningkatkan Student Engagement Siswa SMA Ayu Irra Kusyafira; Meilani Rohinsa; Jane Savitri
Schema: Journal of Psychological Research (Vol. 11, No. 01, Mei 2026) SCHEMA : Journal of Psychological Research
Publisher : UPT Publikasi Ilmiah UNISBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/schema.v11i01.8801

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh Self-Efficacy melalui program Pelatihan untuk meningkatkan Student Engagement pada Siswa SMA kelas XI di Garut. Penelitian ini, Self-Efficacy dilaksanakan melalui bentuk pelatihan menggunakan metode eksperiential learning di mana siswa belajar dengan menghayati secara langsung. Terdapat 32 siswa yang berpartisipasi yang terdiri atas 16 siswa pada kelompok eksperimen dan 16 siswa pada kelompok kontrol. Hasil analisis menunjukkan bahwa pelatihan Self-Efficacy tidak efektif untuk meningkatkan Student Engagement siswa SMA kelas XI (p=0,055; t=-2.080). Pada kelompok kontrol, juga tidak menunjukkan terdapat perbedaan antara kondisi pre dan post (p=0,507; t=-0,680). Dapat disimpulkan Pelatihan Self-Efficacy tidak efektif secara signifikan untuk meningkatkan Student Engagement siswa SMA kelas XI. Implikasi dari penelitian ini adalah perancangan modul pelatihan Self-Efficacy dapat dipertimbangkan agar diberikan secara berkala atau dengan mempertimbangkan durasi pelatihan yang lebih panjang. Kata Kunci : Self-Efficacy, Student Engagement, Pelatihan.
Peran Self-Regulated Learning Sebagai Mediator Dalam Hubungan Self-Efficacy dan Prokrastinasi Akademik pada Mahasiswa Maria Yuni Megarini Cahyono; Meilani Rohinsa; Trisa Genia C. Zega
SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 7 (2025): SENTRI : Jurnal Riset Ilmiah, Juli 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v4i7.4299

Abstract

To reduce academic procrastination, students need confidence in their ability to face problems and take the actions needed to complete tasks to get the expected results. Solomon and Rothblum (1984) define academic procrastination as the postponement of important academic tasks, such as preparing for exams, completing assignments, taking care of university administration and attending classes. To reduce academic procrastination, self-efficacy is needed to cope with problems and take the necessary steps to complete the task and achieve the desired results (Bandura, 1997). In their research, Klassen et al (2008) found that low self-regulatory self-efficacy predicts high academic procrastination. Individuals with low self-regulatory learning tend to procrastinate, as self-regulatory ability is an important factor affecting the emergence of procrastination behavior in students (Steel, 2007). The results of this study show that self-regulated learning has an important role that is negative, with the understanding that the large role of self-regulated learning has an impact on reducing the level of academic procrastination, and the low role of self-regulated learning has an impact on increasing academic procrastination.
Adaptation of the teacher as social context questionnaire in the Indonesian higher education context Meilani Rohinsa
Personifikasi: Jurnal Ilmu Psikologi Vol 17, No 1 (2026)
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/personifikasi.v17i1.30236

Abstract

Understanding students’ perceptions of lecturer support is essential to advancing motivation and engagement in higher education. The Teacher as Social Context Questionnaire (TASCQ), grounded in Self-Determination Theory, has been widely applied across diverse contexts; however, robust psychometric validation in Indonesian higher education remains largely absent. Addressing this gap, this study provides one of the first rigorous cross-cultural adaptations of the TASCQ short form and systematically evaluates its psychometric properties. Using a quantitative design, the 24-item TASCQ short form was administered to 200 students from public and private universities. Construct validity and reliability were examined using Confirmatory Factor Analysis (CFA). The results indicated that 18 items met validity criteria, with standardized loading factors ranging from 0.504 to 0.842. Reliability analysis demonstrated a strong internal consistency (CR = 0.855; VE = 0.812). Theoretically, these findings extend the applicability of Self-Determination Theory within a collectivist cultural context which contributes to the growing body of cross-cultural validation research in higher education. Practically, the validated Indonesian version of the TASCQ short form offers a robust instrument to inform evidence-based education policy, strengthen lecturer professional development, and enhance student-centered learning practices in Indonesia.
The Relationship Between Growth Mindset and Self-Efficacy of Nurses at Hospital 'X' in Bandung during The COVID-19 Pandemic Trisa Genia C. Zega; Yuni Megarini C.; Meilani Rohinsa; Christopher Mario
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.51065

Abstract

The COVID-19 pandemic has placed extraordinary demands on nurses, increasing their workload and emotional pressure, particularly at Hospital "X" in Bandung. Nurses faced overwhelming challenges requiring clinical skills and strong psychological resilience, including self-efficacy and a growth mindset. However, research exploring the relationship between these two psychological constructs among healthcare professionals remains limited. This study aims to examine the relationship between growth mindset and self-efficacy among nurses during the COVID-19 pandemic. A non-experimental quantitative approach was employed using a correlational method, with data collected via online questionnaires distributed to 233 nurses. Measurement tools included the Generalized Self-Efficacy Scale (GSES) and a Mindset Assessment adapted from Dweck's instrument. The data were analyzed using Pearson correlation through SPSS. The results revealed a significant but weak positive correlation (r = 0.284; p < 0.01) between growth mindset and self-efficacy among nurses. These findings suggest that although belief in the ability to grow (growth mindset) supports confidence in task performance (self-efficacy), the relationship is not strong, indicating that other factors may also influence self-efficacy. The study implies that interventions to strengthen both mindset and self-efficacy could enhance nurses' resilience and performance, particularly during health crises or highly stressful working conditions.
PARENTAL SUPPORT, EMOTIONAL INTELLIGENCE, AND ACADEMIC BUOYANCY IN A COLLECTIVISTIC CONTEXT: EVIDENCE FROM INDONESIAN UNIVERSITY STUDENTS Meilani Rohinsa; Rosida Tiurma Manurung
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9087

Abstract

Purpose- This study aims to examine the mediating role of emotional intelligence in the relationship between parental support and academic buoyancy among university students in a collectivistic context. University students frequently encounter everyday academic challenges that require academic buoyancy. Understanding the psychological mechanisms underlying students’ ability to manage these challenges is essential, particularly in cultural contexts where parental support remains a significant developmental factor.Methodology- This research employed a quantitative, cross-sectional design. The participants were 572 undergraduate students from a private university in Bandung, Indonesia, selected via quota sampling. Data were collected using three instruments: the Academic Buoyancy Scale, the Parents as Social Context Questionnaire, and the Emotional Intelligence Questionnaire. Mediation analysis was conducted using PROCESS Macro Model 4 with a bootstrapping technique involving 5,000 resamples to test the indirect effects.Findings- The results indicated that parental support had a positive and significant effect on emotional intelligence (a = 0.27; p < 0.01), and emotional intelligence positively predicted academic buoyancy (b = 0.87; p < 0.01). Furthermore, the indirect effect of parental support on academic buoyancy through emotional intelligence was significant (Indirect Effect = 0.28; 95% CI [0.14, 0.38]). After including emotional intelligence as a mediator, the direct effect of parental support on academic buoyancy became non-significant, indicating full mediation.Contriution- These findings highlight emotional intelligence as a key mechanism linking parental support to academic buoyancy. The study underscores the role of emotional regulation in academic adaptation, particularly within a collectivistic context
Co-Authors Anita Linawati Ayu Irra Kusyafira Christopher Mario Demson Tiopan Franxis Jolanda Trisje Hattu Heliany Kiswantomo Indah Puspitasari Irene Prameswari Edwina Jane Savitri Kristin Rahmani Linda Sari Sembiring March Denny Karyady Maria Yuni Megarini Maria Yuni Megarini Cahyono Marissa Chitra Sulastra Naufal Rakapurwa Ni Putu Nathalia Emilly Mathius Nurwijayanti Priska Analya Rosida Tiurma Manurung Tesalonika Sembiring Tjandraningtyas, Jacqueline Mariae Trisa Genia C. Zega Yuni Megarini C. Yuspendi Yuspendi