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Jurnal Psikologi
Published by Universitas Diponegoro
ISSN : -     EISSN : 23021098     DOI : -
Core Subject : Social,
Social Sciences
Arjuna Subject : -
Articles 366 Documents
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Psychological capital as a predictor of academic buoyancy: Insights from positive psychology Dina Haya Sufya; Nurul Ain Hidayah Abas
Jurnal Psikologi Vol 25, No 2 (2026): Oktober 2026
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.25.2.139-156

Abstract

Background: Psychological Capital (PsyCap), which includes hope, confidence, resilience, and optimism, is crucial in supporting students' capacity to bounce back from daily academic setbacks and challenges.Purpose: This research explores how Psychological Capital (Self-efficacy, Hope, Optimism and Resileince) influences Academic Buoyancy, inspired by principles of positive psychology.Method: A mixed-method approach was employed, combining quantitative and qualitative data collection. Convenience sampling was used to recruit university undergraduates. Quantitative data were gathered using structured instruments, including the School Psychological Capital Questionnaire and an academic buoyancy scale, and analyzed through regression analysis using SPSS. Qualitative data were collected through four open-ended questions embedded in the same survey and were analyzed thematically.Findings: The findings highlight the importance of Psychological Capital (PsyCap) in helping students stay resilient and succeed academically. Universities are encouraged to adopt positive psychology strategies to strengthen students’ PsyCap.Implication: The findings emphasize the importance of Psychological Capital (PsyCap) in academic settings, highlighting its positive impact on student outcomes, including academic achievement. They also underline the value of positive education and investing in psychological resources to enhance student performance and satisfaction.
Wisdom and insecure attachment to God as predictors of life satisfaction in adulthood Resnia Novitasari; Annisa Gemintang Laksmitarani; Helin Trialia Febrianti; Ahmad Rusdi; E.P. Abdul Azeez
Jurnal Psikologi Vol 25, No 2 (2026): Oktober 2026
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.25.2.251-266

Abstract

Background: Life satisfaction often declines in adulthood as individuals face multiple developmental tasks. Previous studies suggest that wisdom and insecure attachment to God play a crucial role in navigating complex life demands.Purpose: This research aims to examine the potential roles of insecure attachment to God and wisdom as predictors of life satisfaction in adulthood.Method: This study is quantitative research method with survey that conducted online. The study involved 246 participants aged 18–60 years (M = 22.8; SD = 6.3). Data were analyzed using multiple regression.Findings: The results indicate that insecure attachment to God and wisdom explained 20.6% of the variance in life satisfaction (R² = .206, p < .001). Regression analysis further showed that insecure attachment to God negatively predicted life satisfaction for anxiety type (β = –.153, p < .001) and avoidance type (β = –.253, p < .001) while wisdom positively predicted it (β = .327, p < .001).Implication: These findings have implications for psychological interventions aimed at enhancing spiritual security and personal wisdom
Attachment, resilience, and academic self-concept: A mediation model among left-behind adolescents Isfridus Tafin Tnopo; Nur Eva; Imanuel Hitipeuw; Januario Gonjaga
Jurnal Psikologi Vol 25, No 2 (2026): Oktober 2026
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.25.2.157-175

Abstract

Background: Left-behind adolescents affected by parental labor migration are vulnerable to challenges in psychosocial adjustment and academic development. Although attachment relationships are known to support adolescent development, the psychological mechanisms through which they influence academic self-concept remain insufficiently understood.Purpose: This study examined whether resilience mediates the relationships of parent and peer attachment with academic self-concept among left-behind adolescents.Method: A cross-sectional study was conducted with 288 left-behind adolescents aged 15–19 years in Belu Regency, East Nusa Tenggara, Indonesia. Data were collected using the Academic Self-Concept Scale, the Inventory of Parent and Peer Attachment, and the Resilience Scale for Adolescents and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).Findings: Parent attachment showed no significant direct effect on academic self-concept but demonstrated a significant indirect effect through resilience. Peer attachment had significant direct and indirect effects on academic self-concept. Resilience was the strongest predictor of academic self-concept and significantly mediated the effects of both attachment variables.Implication: These findings highlight resilience as the key psychological mechanism linking supportive attachment relationships with positive academic self-concept, suggesting that resilience-oriented educational and psychological interventions may enhance academic adjustment among left-behind adolescents.
Relationship maintenance and marital satisfaction among wives in Indonesia: The mediating role of marital commit Rahmita Laily Muhtadini; Tina Afiatin
Jurnal Psikologi Vol 25, No 2 (2026): Oktober 2026
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.25.2.267-288

Abstract

Background: Marital dissatisfaction is associated with family dysfunction and divorce risk, while Indonesian wives tend to report lower marital satisfaction than husbands.Purpose: This cross-sectional study examined the association between relationship maintenance and wives’ marital satisfaction, with marital commitment as a mediator.Method: Participants were 414 wives married for 1–10 years and living with their husbands, recruited online through convenience and snowball sampling. Participants completed the Marital Satisfaction Scale, Relational Maintenance Behavior Measure, and Marital Commitment Scale. Data were analyzed using confirmatory factor analysis (CFA) and mediation analysis.Findings: Relationship maintenance was significantly associated with marital commitment and marital satisfaction. Marital commitment partially mediated the association, accounting for 18.4% of the total effect (indirect effect, b = .0996, 95% CI [0.070, 0.131], p < .001), while the direct effect remained significant (b = .4412). However, the Marital Commitment Scale showed poor CFA fit (CFI = .724, RMSEA = .147), warranting caution in interpreting the mediation results.Implication: Relationship maintenance had a stronger direct association with marital satisfaction than its indirect contribution through marital commitment. Family programs may therefore prioritize relationship maintenance skills while addressing marital commitment.
Cultivating distance learning: Developing and validating online teacher engagement scale using Rasch model Ika Febrian Kristiana; Ermida Simanjuntak; Bambang Sumintono; Unika Prihatsanti; Crossita Nabila Shofiefany
Jurnal Psikologi Vol 25, No 2 (2026): Oktober 2026
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.25.2.176-193

Abstract

Background: Teacher engagement plays a crucial role in determining the success of online learning, particularly as digital education becomes increasingly prevalent. However, instruments to accurately assess teachers’ engagement in online learning contexts remain limited.Purpose: This study aimed to develop and validate a measurement scale to assess teacher engagement in online learning.Method: The study involved 411 teachers from elementary to middle schools across various regions in Indonesia. The initial version of the Online Teacher Engagement Scale (OTES) consisted of 40 items measured using a five-point Likert scale. Data were analyzed using the Rasch model.Findings: The analysis demonstrated that the OTES possessed strong psychometric properties, with a person reliability index of .89 and an item reliability index of .99. The 32 items were valid after passed some item tests criteria in the Rasch analysis. The explained raw variance of 38% suggested that the OTES measured the intended construct adequately, although five items displayed gender-based DIF, leading to their exclusion.Implication: OTES has broad potential as an evaluation instrument for schools, universities, and teacher training institutions in monitoring the level of teacher involvement during online learning.
Front matter JP (Oktober 2026) Psikologi, Editor-in-chief Jurnal
Jurnal Psikologi Vol 25, No 2 (2026): Oktober 2026
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.25.2.i-iv

Abstract

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