Articles
<![CDATA[The Effect of Expressive Writing Therapy on Self-Efficacy and Subjective Well-Being Students ]]>
<![CDATA[Rizka Mianti]]>;
<![CDATA[Hasanuddin Hasanuddin]]>;
<![CDATA[Salamiah Sari Dewi]]>
<![CDATA[ Journal La Sociale Vol. 5 No. 2 (2024): Journal La Sociale ]]>
Publisher : <![CDATA[Borong Newinera Publisher ]]>
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DOI: 10.37899/journal-la-sociale.v5i2.1068
<![CDATA[High academic pressure, personal obstacles, and the challenges brought by the pandemic can lead to stress and diminished self-confidence in students. In this context, self-efficacy and subjective well-being emerge as crucial factors influencing the learning process. Barriers such as a lack of outlets for expressing emotions and difficulties in overcoming problems can impede students' academic journey. This research conducted at SMA Negeri 1 Bangun Purba aims to examine the impact of expressive writing therapy on students' self-efficacy and subjective well-being. The study involves the development of an expressive writing therapy module, incorporating a scale with validated and reliable measures. The application of this therapy to students follows a quasi-experimental method using a nonequivalent control group design. The research sample consists of two groups: an experimental group subjected to expressive writing therapy and a control group. The results indicate that in the control group, there is no significant difference in self-efficacy (Wilcoxon test, p=0.0798) and subjective well-being (t-test, p=0.3691) before and after the post-test. However, in the experimental group, a significant difference is observed in both self-efficacy (t-test, p<0.05) and subjective well-being (Wilcoxon test, p<0.05). Simultaneously, both aspects can be enhanced through expressive writing therapy (MANOVA, p<0.05). This research highlights that the developed expressive writing therapy module effectively improves students' self-efficacy and subjective well-being.]]>
<![CDATA[The Role of Positive Youth Development as a Mediator of the Relationship between Family Function and Lecturer-Student Relationship ]]>
<![CDATA[Rahmi Lubis]]>;
<![CDATA[Hasanuddin Hasanuddin]]>
<![CDATA[ Psympathic : Jurnal Ilmiah Psikologi Vol 10, No 1 (2023): PSYMPATHIC ]]>
Publisher : <![CDATA[Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/psy.v10i1.22733
<![CDATA[The final project is a graduation requirement for students and the quality of the lecturer-student relationship significantly impacts its successful completion. Several studies have shown that the satisfaction of students in their relationship with lecturers is majorly influenced by family function, but there is limited data on this association.. Therefore, this study aims to examine the mediating role of positive youth development in the effect of family function on the lecturer-student relationship. A quantitative explanatory approach was used and the sample population consisted of 171 active students in the 8th to 14th semester of the undergraduate program at University X. The instruments used included the Positive Youth Development (PYD), family function, and lecturer-student relationship scales. The hypothesis was tested with the mediation analysis model 4 using the SPSS Process Hayes V.4 program. The results showed that PYD partially mediated the effect of family function on the lecturer-student relationship. Furthermore, the indirect effect of family function was only significant through the mediation of prosocial norm, belief in future, and recognition for positive behavior.]]>
<![CDATA[The role of self-concept in student engagement among Muslim students with family support as a mediating variable ]]>
<![CDATA[Trisni Adelia]]>;
<![CDATA[Hasanuddin Hasanuddin]]>;
<![CDATA[Amanah Surbakti]]>
<![CDATA[ INSPIRA: Indonesian Journal of Psychological Research Vol 5 No 1 (2024): Vol. 5 No. 1 June 2024 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Langsa ]]>
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DOI: 10.32505/inspira.v5i1.8484
<![CDATA[The learning process is a crucial activity in enhancing the quality of learning outcomes, making the active role of students a significant factor. Family support influences student engagement in their learning at school. The research aims to examine the role of self-concept towards student engagement with family support as a mediating variable. This study utilizes a quantitative method involving data collection through scale completion. The sampling technique used is purposive sampling, where samples are selected based on specific characteristics. The results of this research indicate that self-concept plays a significant role in student engagement with family support as a mediator, with a Sobel test statistic of 2.202 > 1.96 and a two-tailed p-value of 0.02 < 0.05. This suggests that self-concept significantly and positively influences student engagement, and family support can mediate the emergence of student engagement behavior.]]>
<![CDATA[Pengaruh Self Esteem dan Kecerdasan Intelektual Terhadap Resiliensi Belajar Siswa Madrasah Aliyah Negeri 1 Deli Serdang ]]>
<![CDATA[Suci Soleha]]>;
<![CDATA[Asih Menanti]]>;
<![CDATA[Hasanuddin Hasanuddin]]>
<![CDATA[ Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 5, No 2 (2022): Journal of Education, Humaniora and Social Sciences (JEHSS), November ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jehss.v5i2.1359
<![CDATA[This research uses quantitative methods. The purpose of this study was to determine the effect of self-esteem and intellectual intelligence on student learning resilience. The population is 120 students and a sample of 60 is taken using a random sampling technique. The results showed that there was a significant positive effect of self-esteem on student learning resilience, where the coefficient rx1y = 0.539 with p = 0.000, which means the better self-esteem, the better learning resilience. The coefficient of r squared self-esteem with the dependent variable learning resilience is r2 = 0.439. This shows that learning resilience is formed by self-esteem with a contribution of 32.30%. The intellectual intelligence variable has a significant positive effect on learning resilience where the coefficient rx2y = 0.290 with p = 0.000, this means that the better intellectual intelligence, the better learning resilience. The r-squared coefficient of intellectual intelligence on the dependent variable of learning resilience is r2 = 0.401. This shows that learning resilience is formed by intellectual intelligence of 11.60%. The variables of self-esteem and intellectual intelligence have a significant positive effect in simulation on learning resilience where the coefficient r = 0.439; with p = 0.000 means p < 0.010. The determinant coefficient (r2) of the influence of self-esteem and intellectual intelligence on learning resilience is r2 = 0.439. This shows that resilience is formed by self esteem and intellectual intelligence together with a contribution of 43.90%.]]>
<![CDATA[PSYCHOLOGICAL EMPOWERMENT AND WORK ENGAGEMENT AMONG EDUCATORS: THE MEDIATING ROLE OF PERCEIVED ORGANIZATIONAL SUPPORT IN PROMOTING INFORMATION LITERACY CULTURE ]]>
<![CDATA[Asshidiq, Hasby]]>;
<![CDATA[Hasanuddin, Hasanuddin]]>;
<![CDATA[Hardjo, Suryani]]>
<![CDATA[ JIPI (Jurnal Ilmu Perpustakaan dan Informasi) Vol 10, No 1 (2025) ]]>
Publisher : <![CDATA[Progam Studi Ilmu Perpustakaan UIN Sumatera Utara Medan ]]>
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DOI: 10.30829/jipi.v10i1.25725
<![CDATA[In the context of law enforcement education, sustaining the engagement of educators is essential for institutional transformation and the cultivation of information literacy culture. This study investigates the influence of psychological empowerment on work engagement among educators (GADIK) at Sekolah Polisi Negara (SPN) Hinai, with perceived organizational support (POS) as a mediating variable. Using a quantitative method, data were collected from 177 educators through total sampling and analyzed using Structural Equation Modeling (SEM). The findings reveal that psychological empowerment significantly influences POS (β = 0.337) and work engagement (β = 0.256). Additionally, POS demonstrates a significant mediating effect in the relationship between psychological empowerment and work engagement, as confirmed by the Sobel test (Z = 2.148; p < 0.05). The dimensions of “meaning” and “competence” emerged as the strongest contributors to empowerment, while “organizational rewards” and “working conditions” were the most influential indicators of POS. These results affirm that a supportive organizational climate amplifies the effect of empowerment on engagement and highlight the importance of aligning individual psychological resources with systemic support mechanisms. Theoretically, the findings are grounded in Social Exchange Theory, and practically, they underscore the need for integrated leadership strategies that foster both autonomy and recognition. This study contributes to the development of a holistic framework for enhancing educator engagement within police education settings, ultimately strengthening the institution’s capacity to produce ethically grounded and information-literate law enforcement officers.]]>
<![CDATA[THE INFLUENCE OF WORK LIFE BALANCE AND SOCIAL SUPPORT ON BURN OUT IN GBKP PRIESTS ]]>
<![CDATA[Josep Sianturi]]>;
<![CDATA[Sri Milfayetty]]>;
<![CDATA[Hasanuddin]]>
<![CDATA[ Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 2 (2024): Multidiciplinary Output Research For Actual and International Issue ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.54443/morfai.v4i2.1628
<![CDATA[Burn Out currently has many problems in carrying out services or in work professions. Burn Out is certainly influenced by many factors. This research aims to analyze and determine the influence between Work Life Balance and social support and Burn Out. This research is included in causal associative quantitative research. The sample for this research was 91 pastors at GBKP spread across sub-districts in Kaban Jahe. Research data was collected using a research scale that was declared valid and reliable. The data analysis technique uses multiple linear regression analysis. The research results show that (1) There is a significant relationship between work life balance burnout. This can be seen in the model summary table where the correlation r is 0.836 and p = 0.000. The correlation is positive, meaning that if compensation is high then burnout will also increase. The determinant coefficient R² is 0.699, meaning that 69.9% of burnout is influenced by work life balance. Based on the results of this research, it can be stated that hypothesis 1 proposed is accepted. (2) There is a significant relationship between social support and burnout. This can be seen in the model summary table where the correlation r is 0.890 and p = 0.000. The correlation is positive, meaning that if social support increases, burnout will also increase. The determinant coefficient R² is 0.793, meaning that 79.3% of burnout is influenced by social support. Based on the results of this research, it can be stated that hypothesis 2 proposed is accepted. (3) Together, the variables work life balance and social support have a significant relationship with burnout. This can be seen from the model summary table where the correlation r is 0.895 and p = 0.000. This means that together variables X1 and X2 influence variable Y. Based on the results of this research, the three hypotheses proposed in this research are declared accepted. The determinant coefficient R² is 0.801, meaning that 80.1% of burnout is influenced by work life balance and social support. Meanwhile, 19.9% is influenced by other factors that cannot be explained in the regression equation (residual). Thus it can be concluded that psychological well-being and social support jointly influence teacher performance, the contribution of both in improving teacher performance is 35.2% while the remaining 64.8% can be explained by other variables outside the variables proposed in the research.]]>
<![CDATA[THE EFFECT OF SELF-EFFICACY AND PARENTAL SUPPORT ON SELF-REGULATED LEARNING (SRL) OF HIGH SCHOOL STUDENTS PRIVATE ASSISI SIANTAR ]]>
<![CDATA[Ramot Hasugian]]>;
<![CDATA[Hasanuddin]]>;
<![CDATA[Yudistira Fauzy Indrawan]]>
<![CDATA[ Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.54443/morfai.v4i3.1940
<![CDATA[Self Regulated Learning is currently having many problems in implementing learning services. Self regulated learning is certainly influenced by many factors. This study aims to analyze and determine the influence of self-efficacy and parental support on self regulated learning. This study is included in quantitative research with an associative causal nature. The sample of this study was 122 students spread across Asisi Siantar Private High School. The research data were collected using a research scale that was declared valid and reliable. The data analysis technique used multiple linear regression analysis. The results of the study showed that (1)there is an influence of self-efficacy on self-regulated learning.From the results of the statistical analysis it was foundThe results of the hypothesis test found a coefficient value of rx1y of 0.685 with p < 0.05, and a predictor determinant coefficient value () of 0.469., this means that the high and low levels of self-efficacy arehaving children can increase or decrease self-regulated learning. (2)There is an influence of parental support on self-regulated learning. The results of the hypothesis test found a coefficient value of rx1y of 0.359 with p < 0.05, and a predictor determinant coefficient value () of 0.369., thus it can be concluded that the amount of parental support a child receives will increase or decrease self-regulated learning. (3)There is an influence of self-efficacy and parental support on self-regulated learning.The results of the hypothesis test found the F coefficient valuereg = 38.550 with p <0.05, and the correlation coefficient between X1, X2 and Y obtained results of = 0.644 with p <0.05 and determinant coefficient = 0.414, thus it can be concluded that self-efficacy and parental support together influence self-regulated learning, the contribution of both in increasing self-regulated learning is 41.4%. Thus it can be concluded that the third hypothesis is that there is a positive relationship between self-efficacy and parental support for self-regulated learning.]]>
<![CDATA[DOES FRIENDSHIP MEDIATE THE EFFECT OF EMOTION REGULATION ON TEACHERS' SUBJECTIVE WELL BEING? SEM ANALYSIS ]]>
<![CDATA[Nurhasanah]]>;
<![CDATA[Hasanuddin]]>;
<![CDATA[Nefi Darmayanti]]>
<![CDATA[ Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 4 (2025): Multidiciplinary Output Research For Actual and International Issue ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.54443/morfai.v5i4.2454
<![CDATA[Low subjective well-being tends to underestimate their life. The purpose of this study was to determine the effect of emotional regulation on the subjective well-being of honorary RA teachers through friendship as a mediator. Quantitative research method. Sample of 288 teachers. Data collection instrument questionnaire. Data analysis using SEM PLS 4. Research results (1) Emotional regulation affects teachers' subjective well-being. (2) Friendship affects teachers' subjective well-being. (3) Friendship mediates the effect of emotional regulation on teachers' subjective well-being.]]>
<![CDATA[SELF EFFICACYAND SOCIAL SUPPORT TO IMPROVE THE PSYCHOLOGICAL WELL BEING OF RAUDHATUL ATHFAL (RA) TEACHERS ]]>
<![CDATA[Rusmiati]]>;
<![CDATA[Hasanuddin]]>;
<![CDATA[Risydah Fadilah]]>
<![CDATA[ Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 4 (2025): Multidiciplinary Output Research For Actual and International Issue ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.54443/morfai.v5i4.2628
<![CDATA[Teachers are one of the factors that greatly influence the teaching and learning process to produce quality and highly competitive human beings. Teachers in carrying out their profession or work will certainly experience emotional challenges and require good psychological well being. This study aims to determine the role of self-efficacy and social support to improve the psychological well being of Raudhatul Athfal (RA) teachers. The subjects of the study were 266 honorary RA teachers in Langkat Regency. Measurements used a scale of psychological well being, self-efficacy and social support. Multiple regression analysis showed that there was a significant positive effect between self-efficacy and psychological well being (tx1y = 10,745 with p = 0.000 meaning p <0.05) and provided an effective contribution of 50.71%. Social support has a significant positive effect on psychological well being (tx2y = 2,176 with p = 0.030, meaning p <0.05) and provided an effective contribution of 8.64%. For the interaction effect, a significant influence of Self-efficacy and Social Support was obtained simultaneously on Psychological Well Being where the coefficient F = 192.334; with p = 0.000 means p <0.050. The effective contribution of both variables of self-efficacy and social support was 59.4% (R2 = 0.594). Thus, this study shows that self-efficacy and social support play a significant role in the psychological well being of RA teachers, both simultaneously and separately.]]>
<![CDATA[THE RELATIONSHIP BETWEEN SELF-ESTEEM AND SCHOOL CLIMATE WITH BULLYING BEHAVIOR AT SMPN 10 KEJURUAN MUDA ]]>
<![CDATA[Shinta Oktora]]>;
<![CDATA[Patisina]]>;
<![CDATA[Hasanuddin]]>
<![CDATA[ Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.54443/morfai.v4i3.3529
<![CDATA[This study aims to determine the Relationship between Self-Esteem and School Climate with Bullying Behavior at SMPN 10 Kejuruan Muda. This type of research is quantitative research with correlational methods.The population in this study was 150 students with the sampling technique being total sampling and the sample in this study was 120 students by conducting screening of students who behaved as bullies and the results of the trial.. The measuring instrument used is a Likert scale to measure Self-Esteem and School Climate with Bullying Behavior. The data analysis method used in this study is multiple regression analysis. The subjects in this study were students at Al Manar Medan with the results of the study showing that: (1) There is a significant negative relationship between self-esteem and bullying behavior as indicated by the coefficient = -0.525; p = 0.001 p <0.05, the results showed that self-esteem has a predictive power against bullying behavior of 27.5%. (2) There is a significant negative relationship between school climate and bullying behavior at Al Manar Medan as indicated by = -0.546; p = 0.000 p <0.05, the results showed that school climate has a predictive power against the emergence of bullying behavior of 29.8%. (3) There is a significant relationship between self-esteem and school climate with bullying behavior as indicated by the coefficient F = 12.039 R = -0.560 while = 0.313 with p = 0.000 P <0.05. Together, self-esteem and school climate have a predictive power towards the emergence of bullying behavior of 30.3%. From these results, it is known that there is still a 69.7% contribution from other factors or variables towards the formation of bullying behavior. From the results of this study, the proposed hypothesis is declared accepted.]]>
