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All Journal Humanitas : Jurnal Psikologi
Stephanie Andamari
Fakultas Psikologi, Universitas Kristen Maranatha, Bandung, Indonesia
Humanities

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Hubungan antara Perceived Organizational Support dengan Readiness for Change pada Dokter Gigi di Bandung dan Cimahi: Kesiapan Dokter Gigi dalam Melakukan Pelayanan Kesehatan di Era Pandemi Covid-19 Marlianti Hidayat; Stephanie Andamari; Gusriani Gusriani
Humanitas (Jurnal Psikologi) Vol 7 No 1 (2023)
Publisher : Universitas Kristen Maranatha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28932/humanitas.v7i1.5190

Abstract

Dentists are vulnerable to Covid-19 transmission when carrying out health services so that new health service procedures are established. The dentist's readiness for change becomes important to assist the implementation of new health procedures optimally and continuously. Perceived organizational support can enhance dentist’s readiness for change. Aim of this study was to determine the correlation between perceived organizational support (POS) and the dentist's readiness for change (RFC) in providing health services during the Covid-19 pandemic era. Pearson's Correlation was used in this study. The instrument used was rearranged based on the theory of POS (Eisenberger, 1986) and RFC (Holt, et al., 2007). There were 107 dentists from Bandung (86.9%) and Cimahi (13.1%) participated. Results showed that POS was significantly correlated to the dentist's RFC. POS is also significantly correlated with three aspects of RFC. Support from organizations can increase dentist’s RFC in providing health services in pandemic situation.
Peran Teacher Support terhadap Student Engagement melalui Basic Needs Satisfaction pada Siswa SMA Jane Savitri; Meilani Rohinsa; Serena Wijaya; Stephanie Andamari; Meilia Trisito Anggraeni
Humanitas (Jurnal Psikologi) Vol 7 No 3 (2023)
Publisher : Universitas Kristen Maranatha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28932/humanitas.v7i3.7763

Abstract

Research shows that teacher support can increase student involvement in school activities or what is known as school engagement. Students who are engaged are better able to adapt and show better academic achievement. Teachers as authority figures in schools play a role in providing the support that students need. Forms of support that teachers can provide to students include teacher involvement, teacher autonomy support and teacher structure. How teacher support influences high school students' school engagement will be seen based on the Basic Needs Satisfaction theoretical framework, namely through fulfilling students' basic psychological needs in the form of fulfilling the need for competence, need for autonomy and need for relatedness. Data were collected using the Teacher Support questionnaire which was constructed by researchers based on the theory of Klem and Connell (2004), the Basic Needs Satisfaction questionnaire was an adaptation of the "Feeling I Have" measuring instrument constructed by Deci and Ryan (2000), while the School Engagement questionnaire was constructed by researchers based on the theory of Fredricks, Blumenfeld and Paris (2004). Data processing was carried out using Mediation Analysis. The results of data processing show that Teacher Support can increase student School Engagement directly or indirectly through the three types of Basic Needs Satisfaction (partial mediation). This research provides implications for schools to focus more on developing teachers' abilities in providing involvement, autonomy and structure support.
Co-Authors Gusriani Gusriani Jane Savitri Marlianti Hidayat Meilani Rohinsa Meilia Trisito Anggraeni Serena Wijaya