Provitae: Jurnal Psikologi Pendidikan
Focus and Scope Provitae: Jurnal Psikologi Pendidikan, berasal dari sebuah gagasan “filsafat pendidikan”, berbunyi “Non scholae sed vitae discimus” (kita belajar, bukan demi sertifikat/sekolah melainkan demi hidup, pro vitae). Provitae: Jurnal Psikologi Pendidikan, adalah peer-reviewed journal, bertujuan untuk diseminasi atau menyebarluaskan temuan-temuan ilmiah di bidang Psikologi Pendidikan. Provitae: Jurnal Psikologi Pendidikan, memuat artikel hasil penelitian yang terkait dengan bidang ilmu Psikologi Pendidikan.
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<![CDATA[PERILAKU PROSOSIAL REMAJA : BAGAIMANA PERAN KELEKATAN ORANGTUA? ]]>
<![CDATA[Naufal Ridho Kushernanda]]>;
<![CDATA[Niken Titi Pratitis]]>;
<![CDATA[Isrida Yul Arifiana]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 1 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i1.23540
<![CDATA[This research was conducted to determine the correlation between parental attachment and prosocial behavior in adolescents. This research was conducted on 118 adolescents in the Gubeng District, Surabaya City. Data collection techniques using a research scale that is shared online. There are two scales used in this study, namely the attachment scale and the prosocial behavior scale. The data from this study were calculated with the help of SPSS version 25.0 for windows using the Spearman's rho correlation technique. The results of this study indicate a positive and significant relationship so that it can be assumed that the higher the parental attachment, the higher the prosocial behavior possessed by adolescents.]]>
<![CDATA[PENGARUH KEPUASAN KERJA TERHADAP KINERJA GURU SMA DAN SMK ]]>
<![CDATA[Vira Diar Rahmasar]]>;
<![CDATA[Rahmah Hastuti]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 1 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i1.23542
<![CDATA[The current problem is that many teenagers commit juvenile delinquency to the point that high school and vocational teachers feel tired of handling their students. This study aimed to determine whether job satisfaction impacted the performance of high school teachers. Data collection was carried out in November 2022. This research included 412 public and private high school teachers in Bogor. Data collection was carried out using convenience sampling and purposive sampling. Data collection used the Job Satisfaction Survey (JSS), a job satisfaction measure developed by Paul Spector (1997). Meanwhile, the Individual Work Performance Questionnaire (IWPQ) developed by Koopmans (2014) was used to measure teacher performance. The research data were analyzed using IBM SPSS Statistics version 26. The research results on job satisfaction and teacher performance showed a positive and significant effect on teacher performance. Rewards make higher contribution to improving teacher performance. Employment status and the number of dependents affect performance. Age, length of work, marital status, and the number of dependents affect job satisfaction.]]>
<![CDATA[KESEJAHTERAAN SUBJEKTIF SEBAGAI PREDIKTOR PERILAKU PROSOSIAL PADA SISWA SMA YANG MENGIKUTI KEGIATAN OSIS ]]>
<![CDATA[Tiara Fadila Rizqiany]]>;
<![CDATA[Erik Wijaya]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 1 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i1.23543
<![CDATA[This study aims to determine the relationship between subjective well-being and the prosocial behavior of adolescents who participate in student council activities at the high school level. This study uses a non-experimental correlational quantitative method and the sampling technique uses a purposive sampling technique; convenience sampling. Participants in this study involved 387 student council members at the high school level. The measurement tools used in this study are the subjective well-being scale and the prosocial behavior scale adapted by the Faculty of Psychology, University of Tarumanagara. The analysis used in this study is non-parametric analysis and using the Spearman rho correlation through the SPSS version 15 program. Based on the analysis , the results obtained are r: .215** and p: <.005, the results of this study are that there is a significant relationship between subjective well-being and prosocial behavior in adolescents who participate in student council activities at the high school level.]]>
<![CDATA[Daftar Isi Provitae Vol 16 (1) ]]>
<![CDATA[Bianca Marella]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 1 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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<![CDATA[Daftar Isi Provitae Vol 16 (1)]]>
<![CDATA[HUBUNGAN RELIGIUSITAS DENGAN FLOW AKADEMIK PADA SISWA SMP YPM 4 BOHAR ]]>
<![CDATA[Alissa Elma Zakiyah Ar Rahma]]>;
<![CDATA[Dwi Nastiti]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 2 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i2.26698
<![CDATA[This research is motivated by the problem of the academic flow phenomenon experienced by students, such as students having difficulty concentrating, being less happy when they get homework, and students who will learn if they get encouragement from parents or teachers. This research aims to determine the relationship between religiosity and academic flow in students. This research uses a quantitative correlational type of research. The number of subjects used in this research was 234 students of Junior High School YPM 4 Bohar, and the sample was determined using the proportionate stratified random sampling technique. Research data was collected using a religiosity and academic flow scale compiled by the researcher himself. Analysis of the results of this research used a correlation test assisted by the JASP application program version 0.16. The results of this research data analysis show a correlation coefficient value of 0.582 with a significance of 0.001 (< 0.05), which means the research hypothesis is accepted. There is a significant positive relationship between religiosity and academic flow in YPM 4 Bohar Middle School students. In this study, the religiosity factor had an influence of 44.6% in increasing academic flow.]]>
<![CDATA[PENGARUH TEACHER EFFICACY TERHADAP MOTIVASI MENGAJAR GURU TINGKAT SEKOLAH MENENGAH PERTAMA (SMP) ]]>
<![CDATA[Fadia Putri Dianti]]>;
<![CDATA[Roswiyani Roswiyani]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 2 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i2.26699
<![CDATA[Teaching motivation is the enthusiasm and drive that teachers have to carry out their teaching duties. In fact, there are still teachers who don’t reflect that teachers have a high teaching motivation. One of the factors that can increase the teachers’ teaching motivation is the teacher efficacy. Teacher efficacy is a teacher’s belief in their ability to carry out their duties. This study aims to determine the influence of teacher efficacy on junior high school teachers’ teaching motivation. The type of this research is quantitative research. The data collected used the convenience sampling techniques. Characteristics of the participants in this research are (a) teachers who teach in junior high schools, (b) teaching in public or private schools, (c) aged 20-59 years, (d) male or female, and (e) having a civil servant or non-civil servant status. The measurement tools used in this research are the Teachers’ Sense of Efficacy Scale and the Autonomous Motivation for Teaching Scale. Participants involved in this research are 237 junior high school teachers in Jakarta. The results of this research show that there is a positive and significant relationship between teacher efficacy and the teaching motivation of junior high school teachers, with a value of r = 318. This research found that there is a 10.1% effect of teacher efficacy on junior high school teachers’ teaching motivation. In addition, this research found that there are differences in teacher efficacy based on employment status and the last level of education that teachers have.]]>
<![CDATA[HUBUNGAN STRES KERJA DENGAN KESEJAHTERAAN PSIKOLOGIS GURU ]]>
<![CDATA[Flaviani Nathania Leonardi]]>;
<![CDATA[Niken Widi Astuti]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 2 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i2.26700
<![CDATA[The background of this research is to see that teaching is a profession with a high level of stress. When a teacher has a high level of stress, this will affect the individual teacher's well-being. This study aims to see whether there is a relationship between work stress and the psychological teacher's well-being. This research is a quantitative study using a purposive sampling technique, with a survey method using a questionnaire and g-form. The questionnaires used were the Job Stress Scale by Parker & Decotiis (1983) and Ryff's Psychological Well Being Scale by Ryff (1995). This study involved 385 teacher participants aged 21 to 60 years. This research was conducted for approximately 4 months starting from September 2022 to December 2022. The results of the correlation test using the Pearson Correlation Test, show that there is a negative relationship between work stress and psychological well-being. Negative work relationship means, the higher the teacher stress, the lower the teacher's psychological well-being.]]>
<![CDATA[HUBUNGAN ANTARA OPTIMISME DENGAN ADAPTABILITAS KARIR PADA MAHASISWA GENERASI Z ]]>
<![CDATA[Isma Shafira Putri]]>;
<![CDATA[Reny Yuniasanti]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 2 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i2.26701
<![CDATA[This study aims to determine the relationship between optimism and career adaptability in Generation Z students. There were 102 subjects in the study with the criteria of active students, aged 18- 22 years selected using purposive sampling method. Two scales used in this research were the Career Adapt-Adaptability Scale (CAAS) and the optimism scale. Data analyzed using Pearson product-moment shows a significant positive correlation between optimism and career adaptability among Generation Z students (r =0.553 p < 0.001). The coefficient of determination (R2) is 0.306, indicating that the optimism variable contributes a 30.6% variance in career adaptability. Therefore, higher education needs to foster optimism in students to improve their adaptation to changing circumstances that may affect their future careers.]]>
<![CDATA[PENGARUH MODAL PSIKOLOGIS TERHADAP ACADEMIC ENGAGEMENT (STUDI PADA MAHASISWA UNIVERSITAS X) ]]>
<![CDATA[Yohanes Crisostomus]]>;
<![CDATA[Kiky D.H. Saraswati]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 2 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i2.26702
<![CDATA[Education is a very important thing at this time. During their education, of course, students are expected to have adequate knowledge and abilities as measured by their academic achievements. In many previous studies, it was concluded that academic achievement is influenced by various factors, one of which is academic engagement. There are several personal factors that can affect academic engagement, such as self-efficacy, hope, and optimism. These factors are part of psychological capital. Based on these references, this study was conducted to determine the impact of psychological capital on academic engagement among students of University X. This research is a quantitative study. Data collection is carried out by distributing questionnaires. The questionnaires used were the Psychological Capital Questionnaire and the Utrecht Work Engagement Scale-Student. A total of 312 participants with an age range of 18 years to 24 years were involved in this study. Based on the results of the regression analysis between psychological capital and academic engagement, the results obtained are F (1.310) = 86.997, p = 0.000, and R2 = 0.219. This shows that there is a significant impact of psychological capital while the contribution is 21.9% on the academic engagement of the students of University X.]]>
<![CDATA[PENGARUH PASSION TERHADAP PERILAKU PROKRASTINASI AKADEMIK MAHASISWA ]]>
<![CDATA[Virgie Nathania]]>;
<![CDATA[Monika Monika]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 2 (2023): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v16i2.26703
<![CDATA[Academic procrastination is the behavior of deliberately delaying assignments until the submission deadline, even though they already know the impact of the delay. With many tasks that students have, it can increase the tendency of delaying behavior to carry out other activities that students prefer. An activity that is highly liked by an individual is called Passion. Students tend to delay their assignments by doing other activities they like (for example playing games). This study discusses the role of passion that students have for an activity on academic procrastination behavior in students. The purpose of this study is to examine how big the role of passion is in academic procrastination. The target participants are students studying at universities in Jakarta. The research method used is non-experimental with a correlational type. The number of participants obtained from this study was 230 students spread across various universities in Jakarta using the convenience sampling method. The measuring instruments used in this study were the Passion Scale and the Academic Procrastination Scale. Regression analysis using SPSS version 26.0 shows that passion has a role of 2.5% (r = 0.159 / sig. = 0.016) in academic procrastination. The regression analysis between obsessive passion (OP) and academic procrastination shows that OP has a role of 5.5% (r = 0.235 / sig. = 0.000) on academic procrastination.]]>
