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ADJUSTMENT TO COLLEGE WORK AND ITS RELATIONSHIP WITH PSYCHOLOGICAL DISTRESS IN INTERNATIONAL STUDENTS AT THE UNIVERSITY OF INDONESIA Marella, Bianca; Prasetyawati, Wuri
Jurnal Psikologi Vol 19, No 3 (2020): September 2020
Publisher : Faculty of Psychology, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.19.3.286-296

Relocation can be a challenging and stressful experience for most international students. The demands of cultural adjustments frequently place international students at greater risk for various psychological problems than students in general. This research aims to describe the relationship between adjustment to college work problems and psychological distress. A cross-sectional survey with a self-completion questionnaire was conducted in a convenience sample of international students in Universitas Indonesia. Using convenience sampling, 107 international students (51.4% male, mean age = 25.7 years, SD = 5.65) completed the Hopkins Symptoms Checklist-25 (HSCL-25), a measurement of psychological distress, and the Mooney Problem Checklist â€“ Adjustment to College Work scale as a measurement of adjustment to college work. Using the HSCL-25 score 1.75 as a cut-off, 28 participants (26.2%) reports a high psychological distress level. Pearson correlation demonstrates that there is no significant correlation between adjustment to college work problems and psychological distress. Further analysis for each adjustment-problem item was carried out to explore specific academic problems faced by international students. We found that the problems â€œWorrying about examinationâ€ (r = .194, p < .05) and â€œFearing in failure in collegeâ€ (r = .218 p < .05) were significantly associated with psychological distress. It is advisable for education institutions that accept international students to provide academic counselors or train local students to help international students.

The Adaptation of a Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), the Student Subjective Well-Being Scale in the Indonesian Context [Adaptasi BASWBSS, Skala Kesejahteraan Subjektif Siswa dalam Konteks Indonesia] Wuri Prasetyawati; Tjut Rifameutia; Robyn Gillies; Peter Newcombe
ANIMA Indonesian Psychological Journal Vol. 36 No. 2 (2021): ANIMA Indonesian Psychological Journal (Vol. 36, No. 2, 2021)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v36i2.2277

Well-being is an indicator of students’ happiness in school. There is currently a need to identify students’ well-being in order to know the conditions of students’ mental health and their levels of contentment in school. The existing instruments of student well-being in Indonesia have numerous items, which can impact the participants’ behavior in filling out the questionnaires. Therefore, there was a need for a shorter version of the instruments. This research focused on the adaption of the Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), an instrument for subjective well-being with only eight items and was previously developed by Tian, Wang, and Huebner (2015) among high school students in China. A total of 235 Indonesian students, both high school and first-year university students were the participants in this study. Reliability testing using internal consistency, while construct and criterion validity testing was implemented to test this scale's psychometric properties in the Indonesian context. The result of this study indicated that the adaptation of Brief Adolescent Subjective Well-Being in School Scale (BASWBSS) was valid and reliable for Indonesian students. Kesejahteraan merupakan indikator kebahagiaan siswa di sekolah. Saat ini, terdapat kebutuhan mengidentifikasi kesejahteraan siswa untuk mengetahui kondisi kesehatan mental dan tingkat kepuasan mereka di sekolah. Alat ukur kesejahteraan siswa yang ada di Indonesia memiliki banyak butir pertanyaan, yang dapat berdampak pada perilaku partisipan dalam mengisi kuesioner. Karenanya, dibutuhkan versi pendek dari alat ukur tersebut. Penelitian ini berfokus pada adaptasi Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), sebuah alat ukur kesejahteraan subjektif dengan delapan butir yang dikembangkan oleh Tian, Wang, dan Huebner (2015) untuk siswa sekolah menengah atas di Tiongkok. Sebanyak 235 siswa Indonesia, yang merupakan siswa sekolah menengah atas dan mahasiswa tahun pertama, menjadi partisipan dalam penelitian ini. Uji reliabilitas dilakukan menggunakan konsistensi internal, sedangkan uji validitas konstruk dan validitas kriteria digunakan untuk menguji aspek psikometri dalam konteks Indonesia. Hasil penelitian menunjukkan bahwa hasil adaptasi dari Brief Adolescent Subjective Well-Being in School Scale (BASWBSS) valid dan reliabel untuk siswa di Indonesia.

Efektivitas Pendekatan Modifikasi Perilaku dengan Teknik Fading dan Token Economy dalam Meningkatkan Kosakata Siswa Tuna Rungu Prelingual Profound Stella Bunga Parmawati; Wuri Prasetyawati; Rose Mini A. Prianto
Psibernetika Vol 8, No 1 (2015): Psibernetika
Publisher : Universitas Bunda Mulia

A profound hearing impairment that happens before the development of language causes several problems for the individual’s academic process and daily communication. Providing an intervention to increase deaf students’ vocabulary as the foundation of their language development is essential. This research was aimed to examine the effectiveness of behavior modification approach using fading and token economy techniques to increase the vocabulary of a student with prelingual profound deafness. The intervention program was adapted from Morris (1985) to teach names of objects and activities. The subject was given three steps of prompt fading and a token every time he succeeded in writing the correct word. Research was conducted on a male prelingual profound deaf student studying at an inclusive primary school who has an average level of non verbal intelligence. Using a single-subject-ABA-single factor research design, the increase in vocabulary is determined by comparing pre-test and post-test. Results indicating that a behavior modification approach using fading and token economy techniques is effective to increase the vocabulary of a student with prelingual profound deafness. The subject was able to understand and produce 87,5% of the eight objects’ names and 100% of the eight activities’ names given. Keywords: behavior modification, fading, token economy, vocabulary, deaf

Navigating Academic Self-Concept via Social Comparison : The Moderating Impact of Achievement Goals Among Students Zulfa, Amalia Fathiyah; Prasetyawati, Wuri
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13402

This study aims to analyze the role of Achievement Goals as a moderator in the relationship between upward social comparison and academic self-concept among college students. The research method used a correlational quantitative with a cross-sectional design. Using convenience sampling, a total of 111 freshmen participants were obtained from an online questionnaire. PROCESS Model, 14 Hayes tested moderating effects across mastery and performance goals with approach-avoidance dimensions. Results showed no overall moderating effect of mastery or performance goals. However, performance-avoidance goals intensified the negative impact of upward social comparison on academic self-concept at low to moderate levels, while performance-approach and mastery goals had no significant effects. These findings suggest that students with performance-avoidance goals are more vulnerable in competitive settings, underscoring the need for targeted support to enhance academic self-concept across goal orientations.

ADAPTING THE DIRTY DOZEN IN THE INDONESIAN CONTEXT: PSYCHOMETRIC EVALUATION OF THE DARK TRIAD TRAITS FOR EDUCATIONAL AND PSYCHOLOGICAL RESEARCH Ali, Abdurosid Nur; Prasetyawati, Wuri
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.83

Dark triad personality traits—narcissism, psychopathy, and Machiavellianism—are recognized as important constructs in psychological research but have lacked a concise, psychometrically sound assessment tool in Indonesia. This study aimed to adapt and validate the Dirty Dozen (DD) instrument into Bahasa Indonesia to address this gap. Using a sample of 157 adults recruited online, the research employed a rigorous adaptation process, including translation, back-translation, expert judgment, and pilot testing. Psychometric properties were examined through confirmatory factor analysis (CFA) and reliability analysis. Results indicated that the Indonesian DD demonstrated strong reliability and validity for the narcissism and Machiavellianism subscales, while the psychopathy subscale showed lower internal consistency, likely due to cultural and linguistic challenges in item adaptation. The CFA supported the original three-factor structure, with significant overlap between Machiavellianism and psychopathy, and no gender differences found in any domain. In conclusion, the Indonesian DD is a practical and efficient tool for measuring dark triad traits in local populations, though refinement of psychopathy items and response scale categories is recommended for future research.

The role of perfectionism traits and affect in predicting academic dishnonesty of college students Ali, Abdurosid Nur; Prasetyawati, Wuri
Humanitas: Indonesian Psychological Journal Vol. 22 No. 2 (2025)
Publisher : HUMANITAS published by Universitas Ahmad Dahlan.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/humanitas.v22i1.1514

This study aimed to investigate the relationship between perfectionism traits and affect on academic dishonesty in college students. This study involved 98 students as participants who were voluntarily filling out the survey after the final exams. Data were collected using the academic dishonesty questionnaire, the multidimensional perfectionism scale, and the positive-negative affect scale. Data were analysed using a correlation and comparative approach. The study found that only the socially prescribed perfectionism domain positively correlated with academic dishonesty in college students. The effect of socially prescribed perfectionism was diminished by the presence of emotions while controlling several demographic variables as covariates. Positive affect shows a greater effect on reducing the possibility of academic dishonesty occurrence. It highlighted that perfectionism may not be directly associated with academic dishonesty and limitations of self-report as a measure of dishonesty in college students.

Navigating Academic Self-Concept via Social Comparison : The Moderating Impact of Achievement Goals Among Students Zulfa, Amalia Fathiyah; Prasetyawati, Wuri
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13402

This study aims to analyze the role of Achievement Goals as a moderator in the relationship between upward social comparison and academic self-concept among college students. The research method used a correlational quantitative with a cross-sectional design. Using convenience sampling, a total of 111 freshmen participants were obtained from an online questionnaire. PROCESS Model, 14 Hayes tested moderating effects across mastery and performance goals with approach-avoidance dimensions. Results showed no overall moderating effect of mastery or performance goals. However, performance-avoidance goals intensified the negative impact of upward social comparison on academic self-concept at low to moderate levels, while performance-approach and mastery goals had no significant effects. These findings suggest that students with performance-avoidance goals are more vulnerable in competitive settings, underscoring the need for targeted support to enhance academic self-concept across goal orientations.

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