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Prompting Technique Using Playdough Media: Enhancing Fine Motor Skills in Children with Moderate Intellectual Disability Prianggi Amelasasih; Setyani Alfinuha
PSIKOWIPA (Psikologi Wijaya Putra) Vol 6 No 1 (2025): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v6i1.307

This research aims to see the effectiveness of prompting techniques using playdough media in improving the fine motor skills of children with moderate intellectual disability. This research uses a single case experimental design. This research was conducted on one participant who was selected using the purposive sampling method. Quantitative analysis techniques use trend analysis by comparing trends in the baseline phase and treatment phase conditions. The results showed that there were changes in the participants' motor skills before and after the intervention. The subject stated that there were changes in fine motor skills in the research subjects after treatment with the prompting technique using playdough media. These changes can be seen from the fine motor aspect, including the strength of the fingertips, strength of the palm and knuckles, strength of the thumb, coordination between the hands.

The Influence of Growth Mindset on Grit among University Students: A Quantitative Study Dzikri Asykal Hubbi; Lailatuzzahro Al-Akhda Aulia
PSIKOWIPA (Psikologi Wijaya Putra) Vol 6 No 2 (2025): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v6i2.412

Grit refers to a condition in which university students persist in pursuing long-term goals, accompanied by perseverance that enables them to remain resilient when facing challenges or failures throughout the process. This study aimed to examine the effect of growth mindset on students’ levels of grit. A quantitative approach was employed in this research. The sample consisted of 380 students from nine faculties at University X, selected using a convenience sampling technique. Data were collected using two psychological scales: a grit scale comprising 26 items (α = 0.918) and a growth mindset scale comprising 18 items (α = 0.909). Both instruments had been tested for validity and reliability. The results of the analysis showed a significance value of 0.000, indicating that growth mindset has a significant effect on grit. The correlation coefficient (R = 0.751) indicates a strong positive relationship, suggesting that the two variables are positively associated. These findings are beneficial for educational institutions in designing growth mindset development programs to enhance students’ resilience and perseverance in dealing with academic challenges.

Enhancing Positive Parent–Child Communication Through an Emotional Food Journal Intervention: Evidence from a Quasi-Experimental Study Dian Sartika Sari; Hanan Titis Hidayat
PSIKOWIPA (Psikologi Wijaya Putra) Vol 7 No 1 (2026): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v7i1.525

Positive parent–child communication plays a crucial role in supporting children’s emotional development and fostering healthy family relationships. However, not all parents have sufficient opportunities for reflective engagement to understand and respond empathetically to their children's emotions in everyday interactions. This study aimed to examine the effectiveness of the Emotional Food Journal as a family-based reflective intervention for enhancing positive parent–child communication. This study employed a quasi-experimental one-group pretest–posttest design involving 20 mother–child dyads selected through purposive sampling. Parent–child communication was measured using the Parent–Child Communication Quality Scale administered before and after the intervention. Data were analyzed using the Wilcoxon Signed-Rank Test. The results indicated an improvement in positive communication scores, with the mean score increasing from 30.4 at pretest to 36.4 at posttest. Statistical analysis revealed a significant difference between the two measurements (Z = −3.21, p = .001) with a large effect size (r = .51). These findings suggest that the Emotional Food Journal has the potential to enhance communication quality and emotional connectedness between parents and children through reflective activities integrated into daily family routines. References Barrett, L. F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt. https://www.hmhbooks.com/shop/books/How-Emotions-Are-Made/9780544133310 Bays, J. C. (2017). Mindful eating: A guide to rediscovering a healthy and joyful relationship with food (Revised ed.). Shambhala Publications. https://www.shambhala.com/mindful-eating.html Bireda, A., & Pillay, J. (2018). Perceived parent–child communication and well-being among Ethiopian adolescents. International Journal of Adolescence and Youth, 23, 109 - 117. https://doi.org/10.1080/02673843.2017.1299016. Calvano, C., Engelke, L., Di Bella, J., Kindermann, J., Renneberg, B., & Winter, S. (2021). Families in the COVID-19 pandemic: parental stress, parent mental health and the occurrence of adverse childhood experiences—results of a representative survey in Germany. European Child & Adolescent Psychiatry, 31, 1 - 13. https://doi.org/10.1007/s00787-021-01739-0. Chen-Bouck, L., Qiao, B., & Patterson, M. (2024). The effects of gratitude and affection journaling interventions on relationship quality and gratitude for Chinese adolescent – mother dyads. Journal of Social and Personal Relationships, 41, 2669 - 2689. https://doi.org/10.1177/02654075241250330. Çekiç, A., & Karageyik, K. (2021). Analyzing Parenting Stress In Terms of Parental Self Efficacy and Child Communication. International Journal of Education, Psychology and Counseling. https://doi.org/10.35631/ijepc.640002. Creswell, J. W., & Creswell, J. D. (2018). 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BMC Psychology, 12. https://doi.org/10.1186/s40359-024-02093-x. Grey, E., Atkinson, L., Chater, A., Gahagan, A., Tran, A., & Gillison, F. (2022). A systematic review of the evidence on the effect of parental communication about health and health behaviours on children's health and wellbeing.. Preventive medicine, 107043 . https://doi.org/10.1016/j.ypmed.2022.107043. Harahap, N., Rahmayanty, D., ‍‍, A., Pratama, A., & Afdhol, R. (2023). Effective Communication in Building Relationships Between Parents and Children. Edumaspul: Jurnal Pendidikan. https://doi.org/10.33487/edumaspul.v7i2.7018. Handayani, N., Faizah, N., Astuti, M., Yupi, E., & Purwandari, E. (2024). Reflective journal as a solution for emotional regulation to anti-momster “Mama Monster”. Community Empowerment. https://doi.org/10.31603/ce.10556. Kadosh-Laor, T., Israeli-Ran, L., Shalev, I., & Uzefovsky, F. (2023). Empathy and parenthood: The moderating role of maternal trait empathy on parental burnout.. British journal of psychology. https://doi.org/10.1111/bjop.12640. Kahraman, S. (2025). Mediating Role of Parent-Child Communication Between Parents' Awareness of Their Children's Technology Use and Parenting Stress.. Psychological reports, 332941251358214 . https://doi.org/10.1177/00332941251358214 Kapetanovic, S., & Skoog, T. (2020). The Role of the Family’s Emotional Climate in the Links between Parent-Adolescent Communication and Adolescent Psychosocial Functioning. Research on Child and Adolescent Psychopathology, 49, 141 - 154. https://doi.org/10.1007/s10802-020-00705-9. Kim-Godwin, Y., Kim, S., & Gil, M. (2020). Journaling for self-care and coping in mothers of troubled children in the community.. Archives of psychiatric nursing, 34 2, 50-57 . https://doi.org/10.1016/j.apnu.2020.02.005. Kim-Godwin, Y. (2020). Effectiveness of Best Possible Self and Gratitude Writing Intervention on Mental Health Among Parents of Troubled Children.. Journal of psychosocial nursing and mental health services, 1-9 . https://doi.org/10.3928/02793695-20200624-07. Kırat, E., Çil, G., Akgül, H., Acar, G., Güven, B., & Güven, S. (2024). School-Assisted Family Communication: A Study on Parent-Child Relationships. Cadernos de Educação Tecnologia e Sociedade. https://doi.org/10.14571/brajets.v17.nse5.230-245 Liang, J., & Chen, Z. (2025). Parents’ work–family conflict and parent‒child relationship: The mediating role of parenting burnout and the moderating role of self-compassion. PLOS One, 20. https://doi.org/10.1371/journal.pone.0319675. Li, F., Tang, Y., Li, F., Fang, S., Liu, X., Tao, M., Wu, D., & Jiang, L. (2022). Psychological distress in parents of children with autism spectrum disorder: A cross-sectional study based on 683 mother-father dyads.. Journal of pediatric nursing. https://doi.org/10.1016/j.pedn.2022.02.006. Li, W., Song, Y., Zhou, Z., Gu, C., & Wang, B. (2024). Parents’ Responses and Children’s Subjective Well-Being: The Role of Parent–Child Relationship and Friendship Quality. Sustainability. https://doi.org/10.3390/su16041446. Li, N., Li, Y., Huang, X., Xiang, S., Hu, Q., Luo, C., Ju, P., Mellor, D., Xu, Y., Fei, H., & Chen, J. (2022). The role of achievement attribution in the associations between parent–child communication and psychological well-being among adolescents: A mediation analysis. European Psychiatry, 65. https://doi.org/10.1192/j.eurpsy.2022.2314. Lufipah, H., Pamungkas, B., & Haikal, M. (2022). Komunikasi Interpersonal Antar Orang Tua Dan Anak Terhadap Karakter Anak. Kampret Journal. https://doi.org/10.35335/kampret.v1i1.11. Lukoff, K., Li, T., Yuan, Z., & Lim, B. (2018). TableChat. Proceedings of the ACM on Human-Computer Interaction, 2, 1 - 28. https://doi.org/10.1145/3274383. Lyu, W., et al. (2024). Development of the Parent–Child Communication Quality Scale (PCCQS) to assess the quality of parent–child communication. Behavioral Sciences, 14(10), 933. https://doi.org/10.3390/bs14100933 Maspupah, R., Violina, S. S., Diva, V. V., & Rahman, S. (2021). Pengaruh dukungan sosial terhadap motivasi dan school well-being pada pelajar di Indonesia. Jurnal Psikologi Wijaya Putra, 2(2), 18–25. Prasetyo, D., Haryana, T., Dr, U., Sunarto, J., Natalina, J., & Prof, N. (2025). Interpersonal Communication Strategies Of Military Parents in Encouraging Openness in Their Children, Moestopo International Review on Social, Humanities, and Sciences. https://doi.org/10.32509/mirshus.v5i1.123. Pennebaker, J. W., & Chung, C. K. (2018). Expressive writing and its links to mental and physical health. In The Oxford handbook of health psychology. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195342819.013.0008 Rakhmawati, F. (2021). Komunikasi Ibu Bekerja dalam Membangun Kelekatan dengan Anak. Tuturlogi. https://doi.org/10.21776/ub.tuturlogi.2021.002.02.1 Rasyid, G. (2025). Pengaruh Interaksi Orang Tua Terhadap Perkembangan Emosional Anak. Observasi : Jurnal Publikasi Ilmu Psikologi. https://doi.org/10.61132/observasi.v3i4.1370. Saragih, N., Rossa, A., & Theresia, Y. (2024). Children Positive Behaviour and the role of Interpersonal Communication in Family. Marcommers : Jurnal Marketing Communication and Advertising. https://doi.org/10.22441/marcommers.v12i2.3080. Schultheis, A., Mayes, L., & Rutherford, H. (2019). Associations between Emotion Regulation and Parental Reflective Functioning. Journal of Child and Family Studies, 28, 1094 - 1104. https://doi.org/10.1007/s10826-018-01326-z. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin. https://psycnet.apa.org/record/2002-18109-000 Sloover, M., Stoltz, S., & Van Ee, E. (2023). Parent–Child Communication About Potentially Traumatic Events: A Systematic Review. Trauma, Violence & Abuse, 25, 2115 - 2127. https://doi.org/10.1177/15248380231207906. Smyth, J., Johnson, J., Auer, B., Lehman, E., Talamo, G., & Sciamanna, C. (2018). Online Positive Affect Journaling in the Improvement of Mental Distress and Well-Being in General Medical Patients With Elevated Anxiety Symptoms: A Preliminary Randomized Controlled Trial. JMIR Mental Health, 5. https://doi.org/10.2196/11290. Sofri, I., Czik, A., & Ziv, Y. (2024). Parent–child emotional availability, children's early emotional reflectivity skills, and social behavior in kindergarten. Family Relations. https://doi.org/10.1111/fare.13131. Son, H., & Kim, N. (2024). Therapeutic Parent–Child Communication and Health Outcomes in the Childhood Cancer Context: A Scoping Review. Cancers, 16. https://doi.org/10.3390/cancers16112152. Spinelli, M., Lionetti, F., Setti, A., & Fasolo, M. (2020). Parenting Stress During the COVID-19 Outbreak: Socioeconomic and Environmental Risk Factors and Implications for Children Emotion Regulation.. Family process. https://doi.org/10.1111/famp.12601. Stattin, H., & Kerr, M. (2000). Parental monitoring: A reinterpretation. Child Development, 71(4), 1072–1085. https://doi.org/10.1111/1467-8624.00210 Toprak, B., & Sarı, T. (2023). The effects of a 2-week gratitude journaling intervention to reduce parental stress and enhance well-being: a pilot study among preschool parents. Discover Psychology, 3. https://doi.org/10.1007/s44202-023-00099-x. Veesar, K., Bilal, M., Noor, S., & Otho, W. (2024). Exploring how Positive Psychology-based Parenting Techniques Contribute to Children's Emotional Development, Resilience, and their Ability to form Healthy Social Relationships. Review of Applied Management and Social Sciences. https://doi.org/10.47067/ramss.v7i4.413.. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://www.hup.harvard.edu/books/9780674576292 Wang, S., Hu, B., LoCasale-Crouch, J., & Li, J. (2021). Supportive parenting and social and behavioral development: Does classroom emotional support moderate?. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2021.101331. Whitney, R., & Smith, G. (2014). Emotional Disclosure Through Journal Writing: Telehealth Intervention for Maternal Stress and Mother–Child Relationships. Journal of Autism and Developmental Disorders, 45, 3735 - 3745. https://doi.org/10.1007/s10803-014-2332-2. Zahrotunnikha, E., & Adetya, S. (2025). Emotion focused coping and its role in alleviating loneliness among adolescents with working parents. Jurnal Psikologi Wijaya Putra, 6(1), 17–24. DOI : 10.38156/psikowipa.v6i.178

Social Adjustment of First-Year Students from East Nusa Tenggara in Surabaya: A Study of Adaptation in the Academic Environment Bawinda Sri Lestari; Rizki Dwi Bakhtiar Surin; Alamsyah Alamsyah
PSIKOWIPA (Psikologi Wijaya Putra) Vol 7 No 1 (2026): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v7i1.532

Student mobility to major cities requires a high level of social adjustment, particularly for first-year students from East Nusa Tenggara (NTT) who pursue higher education in Surabaya. Differences in culture, language, and patterns of social interaction often generate psychosocial challenges during the early phase of university life. This study aims to gain an in-depth understanding of the social adjustment experiences of first-year students from NTT within a multicultural academic environment in Surabaya. This study employs a qualitative design with a phenomenological approach. The participants consisted of four students from NTT selected through purposive sampling. Data were collected through in-depth interviews, non-participant observation, and documentation, and were analyzed using Interpretative Phenomenological Analysis (IPA). The findings indicate that students gradually shift from avoidance strategies to more adaptive coping strategies through social relationships and peer support. This process strengthens social adjustment and enhances students’ psychological well-being. References Al, S., Sekolah, A., Agama, T., & Negeri, I. (2021). Peran Pendidikan Karakter dalam Membentuk Kemampuan Berfikir Kritis Generasi Muda Indonesia. 1(1), 12–24. Alase, A. (2017). The Interpretative Phenomenological Analysis ( IPA ): A Guide to a Good Qualitative Research Approach. 5(2). https://doi.org/10.7575/aiac.ijels.v.5n.2p.9 Aliyyah, M. (2025). Adaptasi Mahasiswa Universitas Ivet Semarang Dalam Mengatasi Culture Shock Pada Program Pertukaran Mahasiswa Merdeka (Doctoral dissertation, Universitas Ivet). 1–36. https://eprint.ivet.ac.id/id/eprint/675 Amrullah, T. al. (2025). Pendidikan Dan Pengaruhnya Terhadap Mobilitas Sosial. 01(02), 173–183. https://journal.zamronedu.co.id/index.php/mhsjournal/article/view/120. Andani, D. (2017). Penyesuaian Diri Mahasiswa Terhadap Culture Shock (Studi Deskriptif Kualitatif Penyesuaian Diri Mahasiswa Sulawesi Selatan di Yogyakarta). http://eprints.ums.ac.id/id/eprint/57900 Anugrahani, D. A., Nurlaily, L., Rahmadian, M. R., Oktaria, F., & Agustin, A. (2025). Penyesuaian Diri Mahasiswa NTT Di Universitas Wijaya. 4(1), 29–36. https://doi.org/10.38156/gesi.v4i1.188 Creswell, J. W. (2013). Steps in Conducting a Scholarly Mixed Methods Study Abstract forDBERGroupDiscussionon2013‐11 14. Elsa Hutabarat. (2009). Penyesuaian Diri Mahasiswa Batak Yang Merantau Di Surabaya. https://doi.org/10.26740/cjpp.v8i7.41734 Handriani, D. J. (2019). Proses adaptasi ikatan mahasiswa Fakfak di kota Bandung (Doctoral dissertation, Universitas Komputer Indonesia). 14–53. http://elibrary.unikom.ac.id Izzah, A. (2025). Dinamika Coping Stres Pada Mahasiswa Rantau Yang Bekerja Arikal. 14, 607–623. https://doi.org/10.14710/empati.2025.54151 Jacobs, R. (2023). Affective and emotional experiences in arts-based service-learning environments.15(1),4–20. https://www.um.edu.mt/library/oar/handle/123456789/108543 Khakim, A. M., & Azis, A. (2025). Exploring the Impact of Social Support on the Psychological Well-being of Security Personnel at Semarang State University. Jurnal Psikologi Wijaya Putra (Psikowipa), 6(2), 76-85. https://doi.org/10.38156/psikowipa.v6i2.190 Kristina, A. Y., Eva, N., & Bisri, M. (2019). Pengaruh Kematangan Emosi Terhadap Penyesuaian Sosial Pada Mahasiswa Baru Politeknik Negeri Malang. 3, 187–192. Lazarus, A. A. (1976). Handbook of Psychotherapy Integration , Second Edition. Li, W. (2018). Research on the Innovative Development Mode of Quality Education of College Students Based on the Perspective of Human Resource Management. 18, 2447–2454. Lo, R. (2002). A longitudinal study of perceived level of stress , coping and self-esteem of undergraduate nursing students : an Australian case study. 1995. https://doi.org/10.1046/j.1365-2648.2000.02251. Malkoç, A., & Yalçin, İ. (2015). Relationships among Resilience , Social Support , Coping , and Psychological Well-Being among University Studentss Üniversite Ö ğ rencilerinde Psikolojik Dayan ı kl ı l ı k , Sosyal Destek , Ba ş a Ç ı kma ve İ yi-Olu ş Aras ı ndaki İ li ş kiler. 5(43), 35–43. Mufidah, V. N., & Fadilah, N. N. (2022). Adaptasi dan Culture Shock : Studi Kasus pada Peserta Program Pertukaran Mahasiswa Merdeka Adaptation and Culture Shock : A Case Study on Participants of the Independent Student Exchange Program. 7168(1), 61–70. https://doi.org/10.47776/10.47776/MJPRS.003.01.05 Nasir, A., Shah, K., Sirodj, R. A., & Afgani, M. W. (2023). Pendekatan Fenomenologi Dalam Penelitian Kualitatif. 3, 4445–4451. Prastiwi, E., & Imanti, V. (2022). Penyesuaian Diri Mahasiswa Baru IAIN Surakarta Dalam Menempuh Pembelajaran Online di Tahun Pertama Perkuliahan Selama Pandemi Covid-19 * https://doi.org/10.18326/ijip.v4i1.1-18 Qonitah Taufiqoh, D. K. D. M. S. (2025). Strategi Penyesuaian Diri Remaja Strategi Penyesuaian Diri Remaja dalam Merespons Tuntutan Sosial dan Dinamika Emosi. 11. https://doi.org/10.36989/didaktik.v11i02.6032 Salsabila, A. R., Hermina, C., & Julaibib, J. (2024). Kualitas Pertemanan Dan Kesejarteraan Psikologis: Prespektif Mahasiswa. Jurnal Psikologi Wijaya Putra (Psikowipa), 5(1), 12-22. https://doi.org/10.38156/psikowipa.v5i1.131 Sholichatun, Y. (2014). Metode Self-Help Berbasis Psikologi Positif Sebagai Disain Abstrak Kata-kata kunci : Disain pembelajaran ; metode self-help ; psikologi positif. 1–48. Smith, J. A., Flowers, P., & Larkin, M. (2021). Book Review Interpretative Phenomenological Analysis: Theory, Method and Research. (Second Edition). 1–5. Soesanto, E. (2025). Membentuk Jati Diri Remaja Yang Kuat : Cipta , Rasa , Karsa dan Pengendalian Diri Fakulas Teknik , Universitas Bhayangkara Jakarta Raya , Indonesia. 2011. https://doi.org/10.62383/wissen.v3i1.593

Creative Self-Efficacy, Digital Literacy, and Innovative Work Behavior: Evidence from the Startup Industry Siti Fatimah Azzahra; Winny Puspasari Thamrin
PSIKOWIPA (Psikologi Wijaya Putra) Vol 6 No 2 (2025): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v6i2.533

Innovative work behavior involves deliberate actions toward creating, introducing, or executing valuable new ideas. For startups to survive, this type of behavior is absolutely essential. However, existing literature rarely examines its individual predictors, specifically creative self-efficacy and digital literacy, simultaneously within a startup environment. To fill this gap, this quantitative study investigated how both factors influence innovative work behavior by collecting data from 135 startup employees through purposive sampling. The multiple linear regression analysis showed that creative self-efficacy (β = 0,480, p < 0,001) and digital literacy (β = 0,280, p < 0,001) significantly influence innovative work behavior. Collectively, these two variables account for 43.4% of the variance in innovative work behavior. This findings offers an empirical contribution to the literature on innovative work behavior, while providing practical implications for startups to design employee development programs that reinforce one another in fostering workplace innovation.

The Mediating Role of Resilience in the Relationship Between Mindfulness and Academic Stress Among High School Students Yunasya Pradita Shabil; Hasanuddin Hasanuddin; Salamiah Sari Dewi
PSIKOWIPA (Psikologi Wijaya Putra) Vol 7 No 1 (2026): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v7i1.538

The rigorous academic and disciplinary demands of the boarding school system may increase students’ academic stress. Within the framework of positive psychology, mindfulness and resilience are considered protective factors that help students cope with academic challenges. However, limited research has examined the mediating role of resilience in the relationship between mindfulness and academic stress among boarding school students. This study aimed to investigate the effect of mindfulness on academic stress, with resilience serving as a mediating variable. A quantitative approach was employed involving 330 students from Madrasah Aliyah Yayasan Islamic Centre Sumatera Utara. Data were collected using validated scales measuring mindfulness, resilience, and academic stress, and were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings revealed that mindfulness positively predicted resilience and negatively predicted academic stress. Resilience also showed a significant negative association with academic stress and partially mediated the relationship between mindfulness and academic stress. These results suggest that students with higher levels of mindfulness tend to develop greater resilience, which in turn helps reduce academic stress. The study highlights the importance of promoting mindfulness and resilience as psychological resources to support students’ well-being and adaptation in demanding boarding school environments. References Alsubaie, M. S. (2021). The Role of Sources of Sosial Support on Depression and Quality of Life For University Students. internasional journal of adolescense and youth, 484-496. Barseli, M. S. (2017). Konsep Stress Akademik Siswa. Jurnal Konseling dan Pendidikan, 143- 148. Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor–Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. https://doi.org/10.1002/da.10113 Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218 Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1–53. https://doi.org/10.1016/B978-0-12-407236-7.00001-2 Jakarta: Yayasan Penerbit Karaniya. Jayanthi, M. K. (2015). Antioxidant and Antiarthitic Activity of Allicin in Animal Models. Kabat-Zinn, J. (2010). Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. New York: Bantam Books. Keye, M. D., & Pidgeon, A. M. (2013). An investigation of the relationship between resilience, mindfulness, and academic self-efficacy. Open Journal of Social Sciences, 1(6), 1–4. Liu, Y. e. (2023). the meditating role of coping strategies and work engagement in the relationship between job stress and burnout among chinese primary school teachers. frontiers in psychology. Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2021). The impact of mindfulness on well-being and performance in educational settings: A meta-analysis. Mindfulness, 12, 1–18. Masten, A. S. (2021). Resilience of children in disasters: A multisystem perspective. International Journal of Psychology, 56(1), 1–11. https://doi.org/10.1002/ijop.12737 Pascoe, M. C., Thompson, D. R., Jenkins, Z. M., & Ski, C. F. (2020). Mindfulness mediates the physiological markers of stress: Systematic review and meta-analysis. Journal of Psychiatric Research, 123, 10–20. https://doi.org/10.1016/j.jpsychires.2019.12.004 Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and meta-analysis. Journal of Affective Disorders, 148(1), 1–11. Santrock, W. J. (2010). Education Psychology. Jakarta: Salemba Humanika. Sarafino, E. P. (2012). Health Psychology : Biopsychososial interaction 8th edition. Asia: John Wiley S Sons. Shafiro, S. e. (2006). mechanism of mindfulness. journal of clinical psychology, 373-386. Zhou, X. .. (2023). fear during pandemic promoted holistic cognitive style. emotion. Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386. https://doi.org/10.1002/jclp.20237 Wilks, S. E., & Spivey, C. A. (2010). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education, 29(3), 276–288. https://doi.org/10.1080/02615470902912243 Zhou, Y., Liu, J., Wang, X., & Zhang, Y. (2023). Mindfulness, resilience, and academic stress among adolescents: A mediation model. Frontiers in Psychology, 14, 1187654.

Mindfulness, Self-Efficacy, and Technostress: Testing a Mediation Model Among Teachers Wirda Hanum Lubis; Salamiah Sari Dewi; Suryani Hardjo
PSIKOWIPA (Psikologi Wijaya Putra) Vol 7 No 1 (2026): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v7i1.539

The rapid integration of digital technologies in education requires teachers to continuously adapt to various technological platforms and systems, which may increase psychological strain known as technostress. Drawing on positive psychology, mindfulness is considered a protective factor that may reduce technostress, while self-efficacy serves as an important psychological resource that supports adaptation to technological demands. This study aimed to examine the effect of mindfulness on technostress, the effect of mindfulness on self-efficacy, the effect of self-efficacy on technostress, and the mediating role of self-efficacy in the relationship between mindfulness and technostress among teachers. A quantitative approach was employed involving 145 teachers. Data were collected using standardized scales of mindfulness, technostress, and self-efficacy and analyzed using Structural Equation Modeling (SEM). The findings revealed that mindfulness significantly reduced technostress (p = .044, t = 2.019). Mindfulness also had a significant positive effect on self-efficacy (β = .492, p < .001, t = 7.809), while self-efficacy significantly predicted technostress (β = .454, p < .001, t = 6.558). Furthermore, self-efficacy significantly mediated the relationship between mindfulness and technostress (t = 5.031, p < .001). These findings suggest that enhancing mindfulness and self-efficacy may help teachers cope more effectively with technology-related stress. References Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180 Andreou, S. (2019). Mitigating technostress in new knowledge workers through perceived self-efficacy. Badriyah, N., & Hapsari, M. T. B. (2024). The relationship between mindfulness and self-efficacy in Mahasantri memorizing Qur'an with peer support as a moderating variable. Journal An-Nafs: Kajian Penelitian Psikologi, 9(1), 52–67. https://doi.org/10.33367/psi.v9i1.5237 Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504 Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161. https://doi.org/10.1016/0146-6402(78)90002-4 Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822 Cede, Ç. Ş., & Gözen, A. (2021). The relationship between mindfulness and self-efficacy. International Journal of Commerce and Finance, 7(2). Dogan, S., Dogan, N. A., & Celik, I. (2021). Teachers' skills to integrate technology in education: Two path models explaining instructional and application software use. Education and Information Technologies, 26, 131–1332. https://doi.org/10.1007/s10639-020-10310-4 Etuah, S., Adams, F., Osei Mensah, J., Liu, Z., & Lan, J. (2024). Editorial: Increasing resilience and adaptability to climate change of vulnerable groups in agriculture. Frontiers in Sustainable Food Systems, 8. https://doi.org/10.3389/fsufs.2024.1505567 Handayani, Y. S., & Sulastri, A. (2022). Teacher resilience facing technostress in the implementation of synchronous hybrid learning in elementary school. https://doi.org/10.2991/assehr.k.220203.027 Hidayat, O., & Fourianalistyawati, E. (2018). Peranan mindfulness terhadap stres akademis pada mahasiswa tahun pertama. Jurnal Psikogenesis, 5(1). https://doi.org/10.24854/jps.v5i1.494 Hidayatullah, A., & Saud, M. (2020). Digital learning from home and the future of post-pandemic education. Ioannou, A., Lycett, M., & Marshan, A. (2024). The role of mindfulness in mitigating the negative consequences of technostress. Information Systems Frontiers, 26(2), 523–549. https://doi.org/10.1007/s10796-021-10239-0 Kabat-Zinn, J. (2018). Meditation is not what you think: Mindfulness and why it is so important. Hachette Books. Khlaif, Z. (2018). Teachers' perceptions of factors affecting their adoption and acceptance of mobile technology in K–12 settings. Computers in the Schools, 35(1), 49–67. https://doi.org/10.1080/07380569.2018.1428001 Khlaif, Z. N., Khalili, F., Affouneh, S., & Tlili, A. (2023). How remote learning during crisis affects technostress levels experienced by academicians. Education and Information Technologies, 28(9), 1075–1100. https://doi.org/10.1007/s10639-023-11651-6 La Torre, G., De Leonardis, V., & Chiappetta, M. (2020). Technostress: How does it affect the productivity and life of an individual? Results of an observational study. Public Health, 189, 60–65. https://doi.org/10.1016/j.puhe.2020.09.013 Mudrikah, S., Kusmuriyanto, K., & Widodo, W. (n.d.). Pengaruh technostress dan computer self-efficacy terhadap technostress guru selama pembelajaran daring. Novianty, R., & Sedjo, P. (2023). Pengaruh technostress dan efikasi diri terhadap technostress guru SMA Negeri Kecamatan Tapos. Jurnal Ekonomi, Bisnis dan Manajemen, 2(3), 236–247. https://doi.org/10.58192/ebismen.v2i3.1285 Oktaria, D., & Bintang, M. (2018). Hubungan mindful attention awareness dan self-efficacy mahasiswa tahun pertama Fakultas Kedokteran Universitas Lampung. JK Unila, 2. Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J.-L. (2020). Teacher training can make a difference: Tools to overcome the impact of COVID-19 on primary schools. An experimental study. International Journal of Environmental Research and Public Health, 17(22), 8633. https://doi.org/10.3390/ijerph17228633 Putriani, S., & Apriani, R. (2022). Impacts of digital technostress and digital technology self-efficacy on intentions to use fintech in Indonesia. Jurnal Reviu Akuntansi dan Keuangan, 12(1), 210–227. https://doi.org/10.22219/jrak.v12i1.20801 Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417–433. https://doi.org/10.1287/isre.1070.0165 Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237 Schellhammer, S., Haines, R., & Klein, S. (2013). Investigating technostress in situ: Understanding the day and the life of a knowledge worker using heart rate variability. Proceedings of the Annual Hawaii International Conference on System Sciences, 430–439. https://doi.org/10.1109/HICSS.2013.365 Sutcliffe, K. M., Vogus, T. J., & Dane, E. (2016). Mindfulness in organizations: A cross-level review. Annual Review of Organizational Psychology and Organizational Behavior, 3(1), 55–81. https://doi.org/10.1146/annurev-orgpsych-041015-062531 Tams, S., Thatcher, J. B., & Grover, V. (2018). Concentration, competence, confidence, and capture: An experimental study of age, interruption-based technostress, and task performance. Journal of the Association for Information Systems, 19, 857–908. https://doi.org/10.17705/1jais.00518 Tarafdar, M., Cooper, C. L., & Stich, J. (2019). The technostress trifecta—Techno-eustress, techno-distress and design: Theoretical directions and an agenda for research. Information Systems Journal, 29(1), 6–42. https://doi.org/10.1111/isj.12169 Waskito, P., Loekmono, J. T. L., & Dwikurnaningsih, Y. (2018). Hubungan antara mindfulness dengan kepuasan hidup mahasiswa bimbingan dan konseling. Jurnal Kajian Bimbingan dan Konseling, 3(3), 99–107. https://doi.org/10.17977/um001v3i32018p099

Self-Compassion as a Protective Factor in the Relationship Between Fatherlessness and Emotional Intelligence Among Adolescents Eli Elprida Br Tarigan; Salamiah Sari Dewi; Siti Aisyah
PSIKOWIPA (Psikologi Wijaya Putra) Vol 7 No 1 (2026): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v7i1.540

Fatherlessness has increasingly been recognized as a risk factor for adolescents' socio-emotional development. However, limited research has examined the psychological mechanisms that may buffer its adverse effects on emotional functioning. This study investigated the effect of fatherlessness on emotional intelligence, with self-compassion as a moderating variable among senior high school students. A quantitative explanatory design was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The population consisted of 1,131 students from SMA Negeri 1 Tanjung Morawa, with 118 participants selected through purposive sampling. Data were collected using the Fatherlessness Scale, the Self-Compassion Scale, and the Emotional Intelligence Scale. The results indicated that fatherlessness negatively predicted emotional intelligence (β = −0.621, p < .05) and self-compassion (β = −0.803, p < .05). Conversely, self-compassion positively predicted emotional intelligence (β = 0.256, p < .05). Furthermore, self-compassion significantly moderated the relationship between fatherlessness and emotional intelligence (β = 0.182, p < .05), attenuating the negative impact of fatherlessness. These findings suggest that self-compassion functions as an important psychological protective factor that promotes emotional adjustment among adolescents experiencing fatherlessness. The study highlights the potential value of self-compassion-based interventions to foster emotional well-being among vulnerable adolescents. References Bowlby, J. (2021). John Bowlby and early attachment. LEARNING THEORIES FOR EARLY YEARS, 74. El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner bio-ecological system theory explains the development of students’ sense of belonging to school? Sage Open, 12(4), 21582440221134090. Goleman, D. (2020a). What People ( Still ) Get Wrong About Emotional Intelligence What People ( Still ) Get Wrong About Emotional Intelligence. Goleman, D. (2020b). What people (still) get wrong about emotional intelligence. Harvard Business Review, 5(1), 2–4. Hair, J. F., Sarstedt, M., & Ringle, C. M. (2019). Rethinking some of the rethinking of partial least squares. European Journal of Marketing, 53(4), 566–584. https://doi.org/10.1108/EJM-10-2018-0665 Hanura, N., Hartati, S., & Wibowo, N. M. (2021). Analisis Pengaruh Fasilitas Kerja, Lingkungan Kerja, dan Disiplin Kerja Terhadap Semangat Kerja. Jurnal EMA (Jurnal Ekonomi Manajemen Akuntansi), 6(2), 54–63. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A New Criterion For Assessing Discriminant Validity in Variance-Based Structural Equation Modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8 James, S., McLanahan, S., & Brooks-Gunn, J. (2021). Contributions of The Fragile Families and Child Wellbeing Study to Child Development. Annual Review of Developmental Psychology, 3, 187–206. https://doi.org/10.1146/annurev-devpsych-050620- 113832 Mayer, J. D., Caruso, D. R., & Salovey, P. (2023). The ability model of emotional intelligence: Recent developments. Neff, K. D. (2023). Self-compassion: Theory, method, research, and intervention. Annual Review of Psychology, 74(1), 193–218. Susanti, R., & Ariyati, I. (2024). The Effect of Fatherless on Children Social Development. Journal of Gifted Studies, 1(1), 27–33.

Enhancing Self-Perceived Employability Through Personal Branding: A Study of Final-Year University Students Veronika Dwi Anggraini; Maria Prima Novita
PSIKOWIPA (Psikologi Wijaya Putra) Vol 7 No 1 (2026): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v7i1.541

In an increasingly competitive labor market, final-year university students are expected not only to possess academic qualifications but also to effectively communicate their competencies and professional identities. Personal branding has emerged as a potential factor associated with employability perceptions. This study aimed to examine the relationship between personal branding and self-perceived employability among final-year students at Satya Wacana Christian University. A quantitative correlational design was employed involving 96 final-year students selected through purposive sampling. Data were collected using the Personal Branding Scale and the Self-Perceived Employability Scale administered through an online questionnaire. The data were analyzed using Pearson product–moment correlation. The results revealed a positive and significant relationship between personal branding and self-perceived employability (r = .418, p < .05). Personal branding contributed 17.47% to the variance in self-perceived employability, indicating that students with stronger personal branding tend to perceive themselves as having greater employment opportunities. These findings suggest that personal branding plays an important role in enhancing students’ confidence regarding their employability and career readiness. Developing personal branding skills may therefore support students’ transition from higher education to the labor market. References Berntson, E. (2008). Employability perceptions: Nature, determinants, and implications for health and well-being . Stockholm University. Gorbatov, S., Khapova, S. N., S Lysova, E. I. (2019). Get noticed to get ahead: The impact of personal branding on career success. Frontiers in Psychology, 10, 1–3. https://doi.org/10.3389/fpsyg.2019.02662 Gorbatov, S., Oostrom, J. K., S Khapova, S. N. (2024). Work does not speak for itself: examining the incremental validity of personal branding in predicting knowledge workers’ employability. European Journal of Work and Organizational Psychology, 33(1), 40–53. https://doi.org/10.1080/1359432X.2023.2276533 Hillage, Jim., S Pollard, E. . (1999). Employability : developing a framework for policy analysis. Dept. for Education and Employment. Lemeshow, S., Hosmer, D. W., Klar, J., S Lwanga, S. (1990). Adequacy ofsample size in health studies. World Health Organization. Listyaratri, J. K. C. (2023). Fakto-faktor yang memengaruhi self-perceived employability pada mahasiswa magang: Tinjauan literatur. http://e-journal.unair.ac.id/index.php/BRPKM Montoya, Peter., S Vandehey, Tim. (2009). The brand called you : create a personal brand that wins attention and grows your business. McGraw-Hill. Murire, O., Cilliers, L., Chinyamurindi, W. T., S Chinyamurindi, W. (2023). Social media role in addressing employability challenges of graduates: An expert opinion analysis. SA Journal of Human Resource Management, 21, 1–9. https://doi.org/10.4102/sajhrm My, N. T. H., Son L. T, Dueng, N. T. T., Giang, H. V, S Chi, K. N. (2023). Building Personal Branding: The Impact of Self-Expression, Social Interaction, and Personal Value. VNU Journal of Economics and Business, 3(4), 88–98. https://doi.org/10.57110/vnujeb.v2i6.194 Nasa, A. F., Susanti, M., Sembiring, L. S., Fahmy, R., Rusli, M., Rahayuningsih, T., Oktari, S., S Kurnianto, Y. (2022). Kepercayaan diri Generasi Z Indonesia memasuki dunia kerja: Gambaran self-perceived employability. Jurnal Ilmu Perilaku, 6(2), 188–205. https://doi.org/https://doi.org/10.25077/jip.6.2.188-205.2022 Nugroho, A. S., S Fajrianthi. (2021). Pengaruh Career Adaptability dan Psychological Capital terhadap Self-Perceived Employability pada Mahasiswa Tingkat Akhir. Buletin Riset Psikologi Dan Kesehatan Mental (BRPKM), 1(1), 520–531. http://e-journal.unair.ac.id/index.php/BRPKM Nur’aini, S., Nazla, L., Agustina, R. S., Hanapiah, S. N., S Marlina, L. (2023). Transformasi era digital: Peluang menggali pekerjaan dan tantangan terhadap meningkatnya pengangguran. Journal Of Economis and Business, 1(2), 63–73. http://jurnal.dokicti.org/index.php/ECONIS/index Oosthuizen, R. M., Mayer, C.-H., S Zwane, N. J. (2021). Burnout, employee engagement and self-perceived employability in the South African public sector. SA Journal of Human Resource Management, 19(0), 1–12. https://doi.org/10.4102/sajhrm Perdana, A. P., S Juhana, A. (2024). Analisis terhadap “personal branding” untuk individu di dunia kerja. Kajian Branding Indonesia, 6(2). https://doi.org/https://doi.org/10.21632/kbi.6.2.153-158 Plachynda, T., Dovga, T., Zavitrenko, D., Snisarenko, I., S Pavlenko, O. (2024). The power of social media: shaping and reshaping student image. Diversitas Journal, 9(3), 1441–1458. Rahma, A., Priyatama, A. N., S Kusumawati, R. N. (2023). Career adaptability dan self perceived employability pada mahasiswa magang. Jurnal Psikologi Perseptual, 8(1), 49–59. https://doi.org/https://doi.org/10.24176/perseptual.v8i1.7571 Rothwell, A., Herbert, I., S Rothwell, F. (2008). Self-perceived employability: construction and initial validation of a scale for university students. Journal of Vocational Behavior, 73(1), 1–12. https://doi.org/10.1016/j.jvb.2007.12.001 Salsaminia, S Santosa, A. (2025). Pengaruh penggunaan media sosial, keterampilan komunikasi digital, dan personal branding terhadap employability generasi Z di Daerah Istimewa Yogyakarta. Journal of Indonesian Management, 5(1), 18. https://doi.org/10.53697/jim.v5i1.2228 Sembada, D. A., Ramadhiansyah, D., S Madyson Soekah, J. (2025). Transformasi fungsi linkedIn sebagai alat personal branding dalam ekosistem profesional digital studi kasus pada Generasi Z di Indonesia dan Jerman. Jurnal Media Dan Komunikasi, 6(1), 1–17. https://doi.org/10.20473/medkom.v6i1.77778 Simiyu, C. N., S Misuko , W. N. (2024). Determinants of self–perceived employability of university students in Kenya: An empirical approach. Journal of Education and Teaching Methods, 3(1), 13–25. https://doi.org/10.58425/jetm.v3i1.266 Syerlita, R., S Siagian, I. (2024). Dampak perkembangan Revolusi Industri 4.0 terhadap pendidikan di era globalisasi saat ini. Journal on Education, 07(01), 3507–3515. https://doi.org/https://doi.org/10.31004/joe.v7i1.6945 Tomas, M., S Bajs, I. P. (2023). The effect of personal branding factors on Generation Y employability and career satisfaction. The Case of Croatia. In Eurasia Business and Economics Society Conference, 39–56. https://doi.org/https://doi.org/10.1007/978-3-031-30061-5_3 Wardani, F. S., Sulistyaningrum, C. D., S Susantiningrum. (2019). Analisis pelaksanaan praktik kerja lapangan dalam mempersiapkan siswa memasuki dunia kerja di era revolusi industri 4.0 (Studi kasus pada siswa kelas xi kompetensi keahlian otomatisasi dan tata kelola perkantoran SMK Negeri 1 Karanganyar tahun ajaran 2018/2019). Jurnal Informasi Dan Komunikasi Administrasi Perkantoran, 3(4), 19–30. https://doi.org/https://doi.org/10.20961/jikap.v3i4.35451

Psychological Empowerment and Workforce Agility: The Mediating Role of Transformational Leadership Among Teaching Staff Mutiara Mutiara; Hasanuddin Hasanuddin; Suryani Hardjo
PSIKOWIPA (Psikologi Wijaya Putra) Vol 7 No 1 (2026): PSIKOWIPA
Publisher : Fakultas Psikologi Universitas Wijaya Putra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38156/psikowipa.v7i1.544

The increasing complexity and rapid transformation of higher education require academic staff to demonstrate high levels of workforce agility in responding to evolving curricula, technological advancements, and diverse student needs. As university lecturers, teaching staff are also responsible for fulfilling the Tri Dharma of Higher Education, encompassing education, research, and community service. This study aimed to examine the relationship between psychological empowerment and workforce agility, with transformational leadership serving as a mediating variable among teaching staff. A quantitative research design was employed involving 304 certified university lecturers selected through convenience sampling. Data were collected using validated scales measuring psychological empowerment, transformational leadership, and workforce agility. Structural Equation Modeling (SEM) with AMOS was employed to test both the measurement and structural models through Confirmatory Factor Analysis (CFA) and path analysis. The findings revealed that psychological empowerment positively and significantly predicted transformational leadership, transformational leadership positively influenced workforce agility, and psychological empowerment also exerted a significant direct effect on workforce agility. Furthermore, mediation analysis demonstrated that transformational leadership partially mediated the relationship between psychological empowerment and workforce agility. These findings suggest that psychologically empowered lecturers are more likely to develop agile work behaviors both directly and indirectly through transformational leadership. The study highlights the importance of fostering psychological empowerment and transformational leadership to strengthen workforce agility in higher education institutions. References Afsar, B., & Umrani, W. A. (2020). Transformational leadership and innovative work behavior. European Journal of Innovation Management, 23(3), 402–428. https://doi.org/10.1108/EJIM-12-2018-0257 Aisy Yusuf, R., & Yuniasanti, R. (2024). PERAN PSYCHOLOGICAL EMPOWERMENT TERHADAP WORKFORCE AGILITY PADA KARYAWAN STARTUP THE ROLE OF PSYCHOLOGICAL EMPOWERMENT ON WORKFORCE AGILITY IN STARTUP EMPLOYEES. In Motivasi : Jurnal Psikologi (Vol. 2024, Issue 2). Alavi, S., Abd. Wahab, D., Muhamad, N., & Arbab Shirani, B. (2014). Organic structure and organisational learning as the main antecedents of workforce agility. International Journal of Production Research, 52(21), 6273–6295. https://doi.org/10.1080/00207543.2014.919420 Arini, H. N. (2024). HUBUNGAN ANTARA PSYCHOLOGICAL EMPOWERMENT DAN WORKPLACE SPIRITUALITY DENGAN WORKFORCE AGILITY. Universitas Ahmad Dahlan. Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Bednall, T. C., E. Rafferty, A., Shipton, H., Sanders, K., & J. Jackson, C. (2018). Innovative Behaviour: How Much Transformational Leadership Do You Need? British Journal of Management, 29(4), 796–816. https://doi.org/10.1111/1467-8551.12275 Bakker, A. B., & Demerouti, E. (2017). Job Demands–Resources Theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056 Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 De Meuse, K. P. (2017). Learning agility: Its evolution as a psychological construct and its empirical relationship to leader success. Consulting Psychology Journal: Practice and Research, 69(4), 267–295. https://doi.org/10.1037/cpb0000100 Dove, R., & Wills, D. (1996). Transforming Faculty into an Agile Workforce. 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Home Page

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Contact Name Nur Irmayanti

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Contact Name
Nur Irmayanti

Contact Email
nurirmayanti@uwp.ac.id

Phone
+628563137832

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