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All Journal Jurnal Psikohumanika Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan Psikosains: Jurnal Penelitian dan Pemikiran Psikologi Psycho Idea JIPP Archetype : Jurnal Ilmiah Psikologi dan Terapan Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Prihastiwi, Wiwik Juwarini
Universitas Muhammadiyah Surabaya
Religion Humanities Education Environmental Science Neuroscience Physics Public Health Social Sciences Other

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A Study on the Interaction of Digital Self-Efficacy and Peer Conformity in the Intention to Use ChatGPT Among High School Students Wiwik Juwarini Prihastiwi; Nur Azlina Amrozi; Dzulkifli
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28675

Abstract

This study aims to examine the relationship between digital self-efficacy and peer conformity with the intention to use ChatGPT among high school students. The research employed a quantitative method using multiple regression analysis. The participants consisted of 299 high school students selected through stratified random sampling. The analysis results revealedthat digital self-efficacy had a direct and significant relationship with the intention to use ChatGPT (t = 5.305; p < 0.001), contributing an effective value of 19.9%. Peer conformity also showed a direct and significant relationship (t = 18.812; p < 0.001) with an effective contribution of 70.6%. Simultaneously, digital self-efficacy and peer conformity were significantlyrelated to the intention to use ChatGPT (F = 279.331; p < 0.001) with an R square value of 65.4%. These findings indicate that among high school students, peer conformity contributes more strongly to the intention to use ChatGPT compared to digital self-efficacy.
FROM ANXIETY TO HARSH WORDS: A STUDY OF ACADEMIC ANXIETY AND VERBAL AGGRESSIONS ON SOCIAL MEDIA AMONG STUDENST Naurah Kinantan Abdillah; Belva Nur Nabila; Azeimul Kubro; Zahra Agusticia; Wiwik Juwarini Prihastiwi
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28758

Abstract

This study aims to determine the relationship between academic anxiety and verbal aggression on social media among university students. The method used was a quantitative approach with a correlational design. There were100 randomly selected students as respondents. The instruments used in this study were two psychological scales, namely the academic anxiety scale and the verbal aggression scale on social media, each consisting of 10 itemsusing a 4-point Likert scale. The results of Pearson's correlation analysis showed a coefficient value of r = 0.324with a significance of p =0.001 (p < 0.05), which means that there is a positive and significant relationship between academic anxiety and verbal aggression on social media. These findings indicate that the higher the level of academic anxiety, the greater the tendency for students to exhibit verbally aggressive behavior on social media. The percentage of verbalaggression was very low at 9%, low at 18%, moderate at 48%, high at 16%, and very high at 9%.
The Dilemma of Students in the Age of AI: Analysis of the Effects of ChatGPT Use and Academic Procrastination Maheswari Ayu Pratiwi; Wiwik Juwarini Prihastiwi
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28759

Abstract

The development of artificial intelligence (AI) has changed the way students interact with academic processes, especially through the use of Generative AI such as ChatGPT. This study aims to analyze the relationship between the intensity of ChatGPT use and the level of academic procrastination among students. The study used a descriptive quantitative approach with accidental sampling of 100 students at Muhammadiyah University Surabaya. The research instruments were the ChatGPT Usage Scale, adapted from the academic technology usage intensity scale, and the Procrastination Assessment Scale for Students (PASS) version by Jannati (2020). The analysis results show a significant positive relationship between ChatGPT usage and academic procrastination (r = 0.646; p < 0.001), with an effective contribution of 41.7% (R² = 0.417). This indicates that the higher the intensity of ChatGPT usage, the higher the tendency to delay academic tasks.
Peran Self Regulation Learning sebagai Mediator : Bagaimana Pengasuhan Orang Tua Demokratis Mempengaruhi Tanggung Jawab Belajar pada Siswa Sekolah Menengah Pertama Wiwik Juwarini Prihastiwi; Ulaita Aliyatul Himmah
Psycho Idea Vol. 23 No. 2 (2025): Psycho Idea
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/psychoidea.v23i2.26467

Abstract

Penelitian ini bertujuan untuk menguji peranan self regulated learning sebagai mediator dalam pengaruh pola asuh demokratis terhadap perilaku tanggung jawab belajar pada siswa SMP di Provinsi Jawa Timur. Alat ukur yang digunakan untuk mengumpulkan data adalah skala yang disusun menurut dimensi perilaku tanggung jawab belajar, pola asuh demokratis, dan self regulation learning dengan menggunakan model skala likert. Metode analisis data menggunakan analisis jalur dan analisis rumus Sobel. Hasil penelitian menunjukkan bahwa ada pengaruh langsung yang signifikan pola asuh demokrasi pada self regulation learning (p < 0.01), ada pengaruh langsung yang signifikan pola asuh demokratis pada tanggung jawab belajar (p = 0.05). Terdapat pengaruh langsung yang signifikan self regulation learning pada tanggung jawab belajar (p = 0.01). Hasil analisis Sobel menunjukkan bahwa self regulation learning secara signifikan berperan sebagai mediator pada pengaruh pola asuh demokrasi pada tanggung jawab belajar (p < 0,01).
Co-Authors Anggy Kartika Sari Ashfanul Kholiqin Azeimul Kubro Belva Nur Nabila Dzulkifli Dzulkifli Dzulkifli Liona Amalia Dewi Widyandana Liyuts Bitul Adliyah Tsalitsy Maheswari Ayu Pratiwi Nasution, Annio Indah Lestari Naurah Kinantan Abdillah Nur Azlina Amrozi Poerwanto, Agus Rangga Wardhana, Lauren David Rizqillah Salsabila ROSIDAH, INDAH Sari, Anggy Kartika Siefanny Puspita Ningrum Ulaita Aliyatul Himmah Ulaita Aliyatul Himmah Yasyfa Ainan Zahra Agusticia