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All Journal Jurnal Gizi dan Pangan Jurnal Ilmu Pertanian Indonesia Jurnal Pendidikan Karakter Cakrawala Pendidikan Journal of Family Science PSYMPATHIC JURNAL ILMU MANAJEMEN DAN BISNIS Journal of Child Development Studies Jurnal Ilmu Keluarga dan Konsumen Anfusina: Journal of Psychology Journal of Child, Family, and Consumer Studies Policy Brief Pertanian, Kelautan, dan Biosains Tropika The Southeast Asian Journal of Early Childhood Care Education and Parenting
Neti Hernawati
Departemen Ilmu Keluarga Dan Konsumen, Fakultas Ekologi Manusia, Institut Pertanian Bogor, Bogor 16680, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Nursing Public Health Social Sciences Other

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Comparative Analysis of Gender Differences in Academic Self-Efficacy, Motivation, School Climate, and Well-Being Among High School Student Hernawati, Neti; Rifameutia, Tjut; Royanto, Lucia R.M.
Psympathic : Jurnal Ilmiah Psikologi Vol. 12 No. 2 (2025): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v12i2.51540

Abstract

Gender differences in academic self-efficacy, motivation, and school climate provide critical insights into variations in student learning experiences and outcomes. Therefore, this study aims to examine how these factors influence well-being among Indonesian high school student and explore the effect of gender on these relationships. Using a cross-sectional design, data were collected from 401 student aged 14–18 years across 36 public school in 16 provinces through an online questionnaire. The results showed that academic self-efficacy and school climate significantly and positively predicted well-being for both male and female student. Academic motivation showed no significant effect among males but had a positive influence among females. These results underscore the importance of strengthening student self-efficacy and creating supportive school environments. Furthermore, this study emphasizes the need for gender-sensitive approaches in educational programs that address motivational dynamics to effectively promote student well-being.
Differences in Father and Mother Involvement and the Factors that Influence It on Early Childhood Education Neti Hernawati; Tin Herawati
SEA-CECCEP Vol. 1 No. 01 (2020): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v1i01.7

Abstract

Parental involvement is an essential aspect of education, especially in Early Childhood Education (ECE). It will have a positive influence on children. However, several studies have shown that parents' involvement, both father and mother in education, is still superficial. This study aims to analyze: 1) The difference between father and mother regarding motivational belief, perception of invitation for involvement, perception of life context and involvement in education; 2) The influence of motivational belief, perception of request for involvement and perception of life context on the involvement of father and mother in children's education and 3) The factors have the most significant influence on the involvement of fathers and mothers on ECE. The research was conducted in two villages (Babakan Village and Dramaga Village) in Dramaga District, Bogor Regency. In this study, respondents were 101 mothers who have pre-school children participating in ECE in the two selected villages. Retrieval of data using interview techniques to respondents with a questionnaire tool. The research data analysis consisted of descriptive analysis, difference test, and multiple linear regression test. The results showed that parental involvement, motivational beliefs, requests for involvement from school-child teachers and life context differ significantly between mothers and fathers. Mothers have motivational beliefs, demand for school-teacher involvement and a higher life context than fathers have. The regression test results showed that fathers' involvement was positively influenced by children's age, per capita income, requests for involvement from children, requests for involvement from teachers, mothers' life context and father's life context. The factor contributing most to the father's involvement was the teacher's request for fathers' involvement. Meanwhile, maternal involvement was positively influenced by maternal age, father's motivational beliefs, maternal motivational beliefs, teacher involvement requests and mother's life context. The factor that gave the most significant contribution to maternal involvement was the father's low motivational belief.
Co-Authors Alfiasari Alifah Nur Izzati Amalia Faron, Bekti Amirah, Rizqika Dwi Hastuti Eeng Ahman, Eeng Elien Surya Hadhyastuti Engkun Rohimah Euis Sunarti Hani 'Athiyya Rafi Intan Islamia Inten Rengganis Sukmawati Istiqlaliyah Muflikhati Julia Theresya Khofifah, Ifa Lilik Kustiyah Mardiana Dwi Puspitasari Mega Citrandini, Mega Melly Latifah Miranti Rahmatika Mustika Dewanggi Nia Nuryani Nur Islamiah, Nur Nuraini Novianti Nurdini, Gina Amalia Nurul Utami, Annisa Nur’afiah, Yuni Oktriyanto Oktriyanto Pramesti, Meta Dwi PUJI LESTARI Rini Hildayani Robi Rizkianto, Robi Royanto, Lucia R.M. Saniatu Aini Saputri, Dwi Rizky Siti Fathonah Siti Nurjanah Suci Nurhayati Tjut Rifameutia Yana Setiawan Yayang Wtri A Djohari Yuana Zahra, Yuana