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Couple resilience predicted marital satisfaction but not well-being and health for married couples in Bali, Indonesia Surijah, Edwin Adrianta; Prasad, Gaura Hari; Saraswati, Made Rinda Ayu
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 6 No. 1 (2021)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.674 KB) | DOI: 10.21580/pjpp.v6i1.6520

Abstract

Married couples face various challenges in their married life, with divorce being one of the threats to their relationship. Spouse resilience is the process by which couples manage marital challenges through positive relationship behavior. This study examines the resilience of partners by including negative behavior in the relationships and examines the effects of interactions between partners. Three hundred couples living in Bali, Indonesia (length of marriage of between 1-10 years) participated by reporting positive and negative behaviors, and the outcomes of their relationship (marital satisfaction, emotional well-being, and general health status). The measurement instruments employed were the Couple Resilience Inventory, Satisfaction with Married Life Scale, and the 36-item Short-Form Health Survey. Model fit analysis showed that behavior in relationships did not predict the outcomes referred to above, and that there was no interaction effect between partners. However, positive behavior showed a higher probability of predicting marital satisfaction, especially for wives (β = .271; β = .403; p < .001). The implications of these findings provide practical suggestions for future partner resilience research to apply a longitudinal approach that repeatedly measures the outcomes of resilience.
How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable Daud, Muh; Siswanti, Dian Novita; Nugraha, Dwi Yan; Surijah, Edwin Adrianta
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 9 No. 2 (2024)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/pjpp.v9i2.22692

Abstract

Online learning systems are currently the primary approach to delivering information and facilitating learning for postgraduate students, replacing traditional in-person methods in many contexts. To succeed academically in this environment, students must adapt to these systems, a process heavily influenced by personal attributes such as grit and self-efficacy. These factors play a crucial role in helping students navigate the unique challenges of online learning, including increased workloads and technological demands. This study examines the role of academic self-efficacy in mediating the influence of grit and moderating the influence of academic stress on academic achievement. The study approach is quantitative, employing a simple random sampling technique with data collection through a online questionnaire. The data analysis methods include descriptive statistical analysis, Pearson correlation, and structural equation modeling (SEM). The participants were 382 Master’s students, consisting of 131 men (34.3%) and 251 women (65.7%), with an age range of 22-28 years. Most participants belonged to the Makassar ethnic group (33.0%), with the remaining 67.0% comprising individuals from various other ethnic groups, both within and outside South Sulawesi. The results show an average academic self-efficacy score of 3.36 (SD = 1.08). The findings indicate that academic self-efficacy functions as a perfect mediator in the effect of grit on academic achievement (β= .130; t = 6.366 > 1.96) and as a moderator in the effect of academic stress on academic achievement (β = .027; t = 5.850 > 1.96). Therefore, academic self-efficacy is a major psychological resource that drives academic performance, with the structural model explaining 72.4% of the variability in academic achievement. The study implications support the development of a theoretical model as a basis for implementing programs to improve academic self-efficacy and support students’ academic performance in an online environment.