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Psychological Research and Intervention
Published by Universitas Negeri Yogyakarta
ISSN : 26140403     EISSN : 26147041     DOI : -
Core Subject : Social,
Social Sciences
Psychological Research and Intervention is a peer-reviewed scientific journal in the field of psychology with publication focus on the research in the science of psychology, as well as, applied research in psychological diagnosis and intervention. This journal is aimed at facilitating discussion and discourse between scholars of psychology as well as further advancing the science of psychology.
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Articles 5 Documents
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Search results for , issue "Vol. 6 No. 1 (2023)" : 5 Documents clear
The role of academic self-efficacy and school well-being on adjustment of first year university student Utomo, Rizqy Cahyo; Andayani, Budi
Psychological Research and Intervention Vol. 6 No. 1 (2023)
Publisher : Faculty of Psychology, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pri.v6i1.61908

Abstract

Adjustment of first year college student is argued as one of the hardest adjustment of a student in their lifetime. This quantitative study examines the contribution of academic self-efficacy toward their adjustment, moderated by their subjective perception of their educational institution's well-being, named as school well-being. Research would be conducted using three scales (adjustment scale, academic self-efficacy scale, and school well-being scale), in a real setting. Participants were 451 students from 9 department of Faculty S, one of faculty from one of the most prestigious university in Yogyakarta, Indonesia. The hypothesis was school well-being and academic self-efficacy would predict the successfulness of first year adjustment. Our findings conclude that school well-being and academic self-efficacy both predicts the score of student's adjustment. Academic self-efficacy contributes 32,29% of first year college student's adjustment, and ScWB contributes another 15,68% of it.
The role of transformational leadership on organizational commitment through the mediation of psychological well-being Asterina, Rilis; Hastjarjo, Thomas Dicky
Psychological Research and Intervention Vol. 6 No. 1 (2023)
Publisher : Faculty of Psychology, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pri.v6i1.61753

Abstract

This study aims to determine the role of transformational leadership on organizational commitment through the mediation of psychological well-being. Techniques of data collection is done through a survey by spreading scale consisting of organizational commitment, transformational leadership, and psychological well-being scale. Subjects in this study were 118 employees of the company construction in Yogyakarta areas. Data analysis was done by using multiple regression analysis. The analysis showed that the role of transformational leadership on organizational commitment fully mediated by psychological well-being with regression coefficient path c ' = 0.219 which is smaller than the regression coefficient path c = 0.376. This suggests that the role of transformational leadership as an independent variable on the organizational commitment as a dependent variable is reduced and becomes not significant with p ≥ 0.01 after controlling for variables mediator psychological well-being.
Teacher well-being & engagement: The importance of teachers' interpersonal relationships quality at school Purwaniningtyas, Dyah Ayu; Adira, Nesya; Kusmaryani, Rosita Endang; Nurhayati, Siti Rohmah
Psychological Research and Intervention Vol. 6 No. 1 (2023)
Publisher : Faculty of Psychology, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pri.v6i1.61869

Abstract

Relationships are a fundamental feature of human life, making the study of relationships a crucial point in psychology, including within the context of schools. In addition to being a place of learning for students, schools serve as a workplace where teachers establish and maintain relationships. However, the majority of research conducted in schools still focuses only on student-student and teacher-student relationships. Moreover, there is limited specific research examining the importance of the quality of interpersonal relationships among teachers. This quantitative survey study aims to investigate the role of teacher-student interpersonal relationship quality as a predictor of Well-Being within the PERMA framework, encompassing Positive Emotion, Work Engagement, Meaning in Life, and Innovative Work Behavior among teachers in schools. Data were collected through offline and online surveys involving 455 teachers in public schools in Yogyakarta. Data analysis was conducted using Structural Equation Modeling (SEM) to test the model of interpersonal relationships among fellow teachers. The model testing indicated a good fit with the indices: χ2(35, N=455) = 132; p<0.001; CFI = 0.977; SRMR = 0.041; RMSEA = 0.073, meeting the criteria set by Hair, Black, Babin, & Anderson (2019). Furthermore, overall, the quality of teacher-student interpersonal relationships significantly predicted the elements of psychological well-being, including affect (β = 0.631; p < 0.001), meaning in life (β = 0.549, p < 0.001), work engagement (β = 0.489; p < 0.001), and innovative work behavior among teachers in schools (β = 0.354; p < 0.001).
Delinquency behavior from Adverse Childhood Experience Ernawati, Linda
Psychological Research and Intervention Vol. 6 No. 1 (2023)
Publisher : Faculty of Psychology, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pri.v6i1.54184

Abstract

Delinquent behavior includes breaking the rules to committing criminal acts. There are many factors behind delinquency behavior, both internally and externally. Externally, this behavior cannot be separated from events that occurred in childhood, especially events experienced in the family environment or as an Adverse Childhood Experience (ACE). Of the 6 delinquency groups in the Child Correctional Institution, this study intends to see what ACEs are experienced by juvenile delinquency perpetrators. The research subjects were taken as a whole as many as 72 teenagers. Data collection using the Adverse Childhood Experience scale. Data analysis using ANOVA. The results show that there is no difference in Adverse Childhood Experience in the 6 delinquency groups. From the average obtained, the group for drug crimes, sexual crimes, murder, theft, and child protection experienced 5 types of Adverse Childhood Experience, and the brawling group experienced 4 types of Adverse Childhood Experience. The types of Adverse Childhood experiences that are often experienced by juvenile delinquents are emotional neglect and physical neglect. 68% of teenagers who carry out delinquent behavior come from families whose parents work as laborer and traders
Workload and academic procrastination among working students Raudia, Al Fatha
Psychological Research and Intervention Vol. 6 No. 1 (2023)
Publisher : Faculty of Psychology, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pri.v6i1.57421

Abstract

The phenomenon of working students playing two roles is common occurence these days. Because of their dual roles, they may have a workload that affects the emergence of academic procrastination in working students. The purpose of this study was to examine how workload affected academic procrastination in working students. This is a quantitative study using a technique of purposive sampling. The workload and academic procrastination scales were applied in this study. We conducted a survey of 118 working students. Based on a simple linear regression test on workload and academic procrastination variables, we concluded that there was no significant effect of workload on academic procrastination of working students, F (1,116) = 4.75, p. 05, R2 =.039, R2 adjusted =.031. The regression coefficient (B = -.104) indicates that a 1-point increase in workload will result in a 0.104-point decrease in academic procrastination.

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