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All Journal Cakrawala Pendidikan Jurnal Psikologi Humanitas: Indonesian Psychological Journal Journal of Education and Learning (EduLearn) Journal of Educational, Health and Community Psychology Mimbar Sekolah Dasar Jurnal Psikologi Teori dan Terapan Jurnal Ilmiah Sekolah Dasar Psikostudia : Jurnal Psikologi Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Psychological Research on Urban Society Jurnal Pendidikan Progresif
Safitri, Shahnaz
Faculty Of Psychology, Universitas Indonesia
Arts Humanities Education Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Teacher-Student Relationship and Teacher Subjective Well-being: Understanding the Employment Status as Moderator Nugraha, Akhmad Yazid; Saleh, Airin Yustikarini; Safitri, Shahnaz
Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher-Student Relationship and Teacher Subjective Well-being: Understanding the Employment Status as Moderator. Objective: This research aimed to see whether the teacher employment status could moderate the association between teacher-student relationship and teacher subjective well-being in secondary level of education. Methods: This study uses a quantitative research approach with a non-experimental correlational design. Correlation analysis and simple regression analysis was used to measure the moderation effect. Findings: The result showed that no significant moderation effect of the employment status on the effect of teacher-student relationship to the teacher subjective well-being. Conclusion: The findings of this study fail to confirm the moderation effect of employment status on the association between teacher-student relationship and teacher subjective well-being in secondary level of education.  Keywords: teacher subjective well-being; teacher-student relationship; teacher employment status; secondary schools.DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202304
Self-Regulated Learning, Growth Mindset and Students’ Grit in Career Preparation Ajrina, Amelia; Safitri, Shahnaz
Psikostudia : Jurnal Psikologi Vol 12, No 2 (2023): Volume 12, Issue 2, Juni 2023
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikostudia.v12i2.10523

Abstract

As a result of the closure of several workplaces and jobs during Covid-19 pandemic, many undergraduate students feel anxious and worried about the career prospects they want to pursue in the future. In this case, grit is needed by them so that they could be able to study diligently to prepare their goals. Furthermore, students' growth mindset and beliefs about their abilities contribute to grit. However, there is self-regulated learning (SRL) which plays a role in strengthening the relationship between growth mindset and grit in Covid-19 pandemic. This study investigated the mediating effect that self-regulated learning has on growth mindset and grit. This study is quantitative research using three questionnaires, i.e., Grit Short Scale (8 items, α=0.747); Theory of Intelligence Scale (4 items, α=0.846); and Motivated Strategies for Learning Questionnaire (44 items, α=0.918). The participants of this study were 207 undergraduate students from all over Indonesia. The analytical technique used in this study was Process Hayes in SPSS version 26.0. The result revealed that the growth mindset can increase student’s grit in career preparation during the Covid-19 pandemic and it is partially mediated by self-regulated learning. Furthermore, mediation emphasizes the relationship between growth mindset and grit. This research has practical implications for educational institutions, counsellors, and psychologists in career developmental centres to increase students’ grit by using a growth mindset and SRL as basis for intervention.Akibat adanya penutupan beberapa lapangan pekerjaan di masa pandemi Covid-19, tidak sedikit mahasiswa yang merasa cemas dan khawatir terhadap prospek karier yang ingin dijalaninya ke depan. Dalam hal ini, kegigihan diperlukan mahasiswa untuk untuk dapat tekun belajar dalam rangka mempersiapkankarier dan cita-citanya. Growth mindset yang dimiliki mahasiswa terhadap kemampuannya berkontribusi terhadap kegigihan. Namun demikian, terdapat peran self-regulated learning (SRL) yang menguatkan hubungan antara growth mindset dan kegigihan. Penelitian ini bertujuan untuk mengetahui efek mediasi yang dimiliki oleh SRL terhadap hubungan antara growth mindset dan kegigihan mahasiswa dalam persiapan karier di masa pandemi Covid-19. Penelitian menggunakan metode kuantitatif dengan menggunakan tiga kuesioner yaitu Grit Short Scale (8 item, α=0.747); Theory of Intelligence Scale (4 item, α=0.846); dan Motivated Strategies for Learning Questionnaire (44 item, α=0.918). Partisipan dari penelitian ini berjumlah 207 mahasiswa D3/D4/S1 dari seluruh Indonesia. Untuk menguji peran mediasi, digunakan teknik analisis menggunakan Micro Process Hayes pada SPSS versi 26.0. Hasil dari penelitian ini menunjukkan bahwa growth mindset dapat meningkatkan kegigihan mahasiswa dalam mempersiapkan karier di masa pandemi Covid-19 dan dimediasi secara parsial oleh regulasi dalam belajar. Lebih lanjut, mediasi yang dilakukan memiliki kontribusi untuk memperkuat hubungan antara growth mindset dengan kegigihan. Penelitian ini memiliki implikasi praktis yang dapat dilakukan lembaga pendidikan, konselor maupun psikolog yang praktik di klinik mahasiswa (career developmental center) untuk meningkatkan kegigihan mahasiswa dengan menggunakan growth mindset dan SRL sebagai landasan intervensi.
The relationship between students’ perceptions and their engagement through self-regulated learning Normawati, Maridha; Siahaan, Frieda Maryam Mangunsong; Salim, Rose Mini Agoes; Safitri, Shahnaz; Setiamurti, Astri; Mufidah, Atikah Ainun
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.20897

Abstract

The engagement of psychology students in statistics courses requires improvement because the learning material is challenging to understand. This leads to the emphasis on the teaching ability of lecturers, which is one of the external factors to increase student engagement. Internal factors such as self-regulated learning can impact engagement during lectures. Therefore, this study examines the role of self-regulated learning as a mediator in the relationship between students’ perceptions of creativity fostering teacher behavior (p-CFTB) and the engagement of psychology undergraduates in the statistics class. A mediation test using RStudio software was utilised to examine the role of self-regulated learning as a mediator, and 533 undergraduate psychology students from different parts of Indonesia participated in this study. The results showed that self-regulated learning partially mediated the relationship between p-CFTB and student engagement with the indirect effect value was greater than the direct effect. Therefore, student engagement is more affected by self-regulated learning in its role as a mediator than when it occurs without a mediator. Consequently, this study found that the role of various actors, such as lecturer behavior to foster creativity is needed to improve student self-regulated learning so that student engagement can function at its most effective.
Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students Sutjonong, Winda Ria; Salim, Rose Mini Agoes; Safitri, Shahnaz
Mimbar Sekolah Dasar Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i1.44253

Abstract

Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students’ creativity. Creative teaching is influenced by the teachers’ perception of creativity, which depends on several factors, one of which is the teachers’ self-efficacy. This study aims to examine whether the teacher’s self-efficacy can mediate the relationship between teachers’ perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson’s correlation) and mediation tests with Macro PROCESS. The results found that teachers’ self-efficacy partially mediated teachers’ perceptions of creativity and creative teaching behavior, which means that the relationship between teachers’ perceptions and behaviors can be explained directly and indirectly through the teachers’ self–efficacy. 
Co-Authors Airin Yustikarini Saleh Ajrina, Amelia Astri Setiamurti Astri Setiamurti Atikah Ainun Mufidah Atikah Ainun Mufidah Frieda Maryam Mangunsong Frieda Maryam Mangunsong Siahaan Irsyad Farhah Kurniawati, Farida Maridha Normawati Maridha Normawati MARIDHA NORMAWATI Mufidah, Atikah Ainun Nugraha, Akhmad Yazid Rose Mini Agoes Salim Setiamurti, Astri Siahaan, Frieda Maryam Mangunsong Sutjonong, Winda Ria Tira Nalvianti Rahmi Yaumil Fadhilah Yudiana Ratnasari Yunandar, Annisa Nabila Ramadhani