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"ABSTRAKPenelitian ini dilakukan untuk mengetahui hubungan antara keterlibatan ayah dan college self-efficacy pada mahasiswa tahun pertama di Universitas Indonesia. Sebanyak 606 responden yang merupakan mahasiswa tahun pertama angkatan 2017 di Universitas Indonesia berpartisipasi dalam penelitian ini. Keterlibatan ayah didefinsikan sebagai sejauh mana seorang ayah menjalankan perannya dan berpartisipasi aktif dalam berbagai aspek kehidupan anaknya. College self-efficacy didefinisikan sebagai derajat keyakinan bahwa individu mampu untuk sukses dalam melaksanakan tugas yang berkaitan dengan perkuliahan. Keterlibatan ayah diukur menggunakan dua alat ukur yang menilai keterlibatan ayah dalam dua domain yang berbeda. Alat ukur Nurturant Fathering Scale NFS mengukur keterlibatan ayah dalam domain afektif, sedangkan Father Involvement Scale FIS mengukur keterlibatan ayah dalam domain perilaku. Kedua alat ukur keterlibatan ayah yang digunakan dalam penelitian ini dikembangkan oleh Finley dan Schwartz 2004 . Untuk mengukur college self-efficacy, digunakan alat ukur College Self-Efficacy Inventory CSEI yang dibuat dan dikembangkan oleh Solberg, O rsquo;Brien, Villareal, Kennel, dan Davis 1993 . Hasil pengukuran menggunakan teknik statistik Pearson Correlation menunjukkan bahwa terdapat hubungan yang signifikan antara keterlibatan ayah, baik dalam domain afektif dan perilaku, dengan college self-efficacy pada mahasiswa tahun pertama di Universitas Indonesia.

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ABSTRACTThis study was conducted to find the correlation between father involvement and college self efficacy among first year college student in Universitas Indonesia. A total of 606 respondents who were first year college students class of 2017 at Universitas Indonesia participated in this research. Father involvement was defined as the extent to which a father performs his role and actively participates in various aspects of his child rsquo s life. College self efficacy was defined as a student rsquo s degree of confidence that they could successfully complete a given college related task. Father involvement was measured using two different instruments that assessed two different domains. Nurturant Fathering Scale NFS measured father involvement in the affective domain, while Father Involvement Scale FIS measured father involvement in behavioral domain. The two instrument of father involvement used in this study were developed by Finley and Schwartz 2004 . College Self Efficacy Inventory CSEI developed by Solberg, O rsquo Brien, Villareal, Kennel, and Davis 1993 was used to measure college self efficacy. The Pearson Correlation indicates significant correlation between father involvement, both in affective and behavioral domains, with college self efficacy among first year college student in Universitas Indonesia. "

"[Penelitian ini dilakukan untuk mengetahui gambaran mengenai hubungan antara keberfungsian keluarga dan college self efficacy pada mahasiswa tahun pertama di Universitas Indonesia. Keberfungsian keluarga didefinisikan sebagai cara masing-masing anggota keluarga untuk memenuhi peran yang dimiliki dan menjalankan tugas-tugas praktis yang dapat membantu keluarga untuk hidup bersama dan berkembang dari waktu ke waktu. College self efficacy didefinisikan sebagai derajat keyakinan bahwa individu mampu untuk sukses untuk melaksanakan tugas yang berkaitan dengan universitas. Pengukuran keberfungsian keluarga menggunakan alat ukur Family Adaptability and Cohesion Evaluation Scale (FACES) II yang disusun oleh Olson et al. (1982) dan Family Communication Scale (FCS). Pengukuran college self efficacy menggunakan alat ukur College Self Efficacy Inventory (CSEI) yang disusun oleh Solberg et al. (1993). Partisipan penelitian berjumlah 672 mahasiswa tahun pertama di Universitas Indonesia. Melalui teknik statistik Pearson Correlation, diketahui bahwa terdapat hubungan positif antara keberfungsian keluarga dan college self efficacy yang signifikan., This research was conducted to find the correlation between family functioning and college self efficacy among first year student in Universitas Indonesia. Family functioning defined as the manner in which family members fulfill necessary roles and perform practical tasks that help the family live together and move ahead through time. College self efficacy defined as a student’s degree of confidence that they could successfully complete a given college-related tasks. Family functioning was measured using an instrument named Family Adaptability and Cohesion Evaluation Scale (FACES) II made by Olson et al. (1982) and Family Communication Scale (FCS). College self efficacy was measured using College Self Efficacy Inventory (CSEI) made by Solberg ei al. (1993). Participants of this research were 672 first year student in Universitas Indonesia. The Pearson Correlation indicates positive significant correlation between family functioning and college self efficacy]"

"Kehidupan manusia tidak pernah terlepas dari adanya tantangan dan perubahan, termasuk ketika seseorang memasuki dunia perkuliahan. Untuk dapat mengatasi hal tersebut, maka dibutuhkan coping stress yang efektif. Kehadiran kedua orang tua berperan dalam membantu anak menghadapi berbagai permasalahan dalam kehidupannya. Tujuan dari penelitian ini adalah untuk melihat apakah terdapat hubungan antara keterlibatan ayah dan coping stress pada mahasiswa tahun pertama Universitas Indonesia. Peneliti mengukur keterlibatan ayah untuk domain afektif dengan menggunakan Nurturant Fathering Scale dan domain perilaku dengan Reported Father Involvement Scale, sementara coping stress dengan Brief COPE. Dengan partisipan sebanyak 584 orang responden, hasil penelitian menunjukkan bahwa terdapat hubungan yang positif dan signifikan antara keterlibatan ayah pada domain afektif dan domain perilaku dengan coping stress.

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Life is an unending challenges and changes, so as when someone enters college life. To overcome that, they need effective coping stress. The presence of both parents help children to overcome various problems in their lives. The aim of this study is to examine the relationship between father involvement and coping stress among Universitas Indonesias first year college students.

Affective domain of father involvement was measured using the Nurturant Fathering Scale, behavior domain of father involvement was measured by the Reported Father Involvement Scale, and coping stress was measured by Brief COPE. This study was conducted on 584 participants, and the result showed that there were positive and significant relationship between affective and behavior domain of father involvement with coping stress. "

"Pengangguran dan pekembangan sistem persaingan organisasi menunjukkan sistem daya saing baru pada level dunia kerja. Kebutuhan akan sumber daya manusia yang siap untuk berubah menunjukkan dibutuhkannya individu dengan kesiapan untuk berani memberikan keputusan dan memimpin, setidaknya dimulai dari diri sendiri. Hal ini menunjukkan pentingnya kepemimpinan dan kesiapan diri pada mahasiswa sebagai salah satu calon sumber daya manusia dalam dunia kerja. Penelitian ini dilakukan untuk melihat self-leadership melalui creative self-efficacy CSE mahasiswa. Creative self-efficacy yang didefinisikan sebagai keyakinan individu atas kemampuan dirinya untuk melakukan suatu tugas spesifik dalam menciptakan hal yang baru, orisinil, dan solusi yang sesuai Abbot 2010. Dalam creative self-efficacy terdapat dua dimensi penyusunnya, yaitu creative thinking self-efficacy CTSE dan creative performance self-efficacy CPSE. Self-Leadership didefinisikan sebagai proses dimana individu mengontrol perilaku mereka sendiri, mempengaruhi dan mengarahkan diri mereka melalui penggunaan strategi perilaku dan kognitif. Strategi tersebut disusun oleh dimensi behaviour-focused strategies, natural reward strategies, dan constructive thought pattern strategies. Pengukuran terhadap CSE diukur melalui Revised Model of CTSE II and CPSE II Inventories yang dikembangkan oleh Abbot 2010, sementara self-leadership diukur melalui Revised Self-Leadership Questionnaire yang dikembangkan oleh Houghton dan Neck 2002. Penelitian ini dilakukan dengan sampel partisipan yang berada di lingkungan Universitas Indonesia N=146. Analisis statistik pearson correlation menunjukkan hubungan yang positif secara signifikan terdapat pada creative thinking self-efficacy dan self-leadership r = 0,394, p = 0,000, signifikan pada LoS 0,01 dan creative performance self-efficacy dan self-leadership r = 0,561, p = 0,000, signifikan pada LoS 0,01. Hal ini menunjukkan bahwa creative self-efficacy yang semakin baik atau tinggi mahasiswa, maka semakin baik atau tinggi juga self-leadership nya. Selain itu, hasil penelitian korelasi terhadap creative self-efficacy dan dimensi self-leadership menunjukkan bahwa constructive pattern though strategies memiliki hubungan terkuat dibandingkan dimensi lainnya.

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Unemployment and development of an organization 39s competitive system show a new competitiveness system at the world level of work. The need for ready to change human resources demonstrates the need for an individual with the readiness to dare to make decisions and lead, at least starting with oneself. This shows the importance of leadership and readiness of the students as one of the candidates of human resources in the world of work. This research is conducted to see self leadership through student self efficacy CSE. Creative self efficacy is defined as the individual 39 s belief in his or her ability to perform a specific task in creating the novel, original, and appropriate solutions of Abbot 2010. In creative self efficacy there are two dimensions of the compilers, namely creative thinking self efficacy CTSE and creative performance self efficacy CPSE. Self Leadership is defined as the process by which individuals control their own behavior, influence and direct themselves through the use of behavioral and cognitive strategies. The strategy is structured by the dimensions of behaviour focused strategies, natural reward strategies, and constructive thought patterns strategies. Measurements of CSE were measured through the Revised Model of CTSE II and CPSE II Inventories developed by Abbot 2010, while self leadership was measured through the Revised Self Leadership Questionnaire developed by Houghton and Neck 2002. This research was conducted with sample of participants who were in University of Indonesia N 146. Pearson correlation statistic analysis showed a positive correlation significantly in creative thinking self efficacy and self leadership r 0,394, p 0,000, significant at LoS 0,01 and creative performance self efficacy and self leadership r 0,561, p 0,000, significant at LoS 0.01. This shows that the creative self efficacy of the better or higher the student, the better or higher also his self leadership. In addition, the results of a correlation study on creative self efficacy and the self leadership dimension show that constructive patterns though strategies have the strongest relationship compared to other dimensions. "

"Self-efficacy perguruan tinggi penting untuk diperhatikan pada masa-masa awal perkuliahan karena menentukan kegigihan dan keberhasilan akademik siswa kedepannya. Kemanjuran diri perguruan tinggi didefinisikan oleh Solberg et al. (1993) sebagai tingkat kepercayaan siswa memiliki kemampuan untuk melakukan tugas-tugas terkait dengan perkuliahan. Studi ini melihat hubungan antara efikasi diri perguruan tinggi dengan melibatkan welas asih, yaitu wujud kepedulian individu dalam caring dirinya saat dia kurang, membuat kesalahan, gagal, atau mengalami situasi menyakitkan dalam hidup (Neff, 2003). Analisis statistik digunakan adalah korelasi Pearson. Sebanyak 213 siswa berusia 18-21 tahun tahun pertama (perempuan = 157 dan laki-laki = 56) menjadi peserta dalam penelitian ini ini. Belas kasihan diukur menggunakan SCS-26 dan kemanjuran diri perguruan tinggi diukur menggunakan CSEI. Hasil penelitian ini menunjukkan bahwa terdapat hubungan yang positif yang signifikan antara belas kasihan dan efikasi diri perguruan tinggi pada siswa tahun pertama (r (213) = .498, p <.001), sehingga dapat dikatakan semakin tinggi rasa kasih sayang yang dimiliki siswa tahun pertama semakin tinggi kemanjuran diri perguruan tinggi yang dimiliki.

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Higher education self-efficacy is important to pay attention to in the early days of lectures because it determines the persistence and academic success of students going forward. College self-efficacy defined by Solberg et al. (1993) as the level of confidence students have the ability to do tasks related to lectures. This study looked at the relationship between college self-efficacy and involving compassion, which is a form of individual care in caring for himself when he is lacking, makes mistakes, fails, or experiences painful situations in life (Neff, 2003). The statistical analysis used was Pearson correlation. A total of 213 students aged 18-21 years of the first year (girls = 157 and boys = 56) participated in this study. Compassion was measured using the SCS-26 and college self-efficacy was measured

using CSEI. The results of this study indicate that there is a significant positive relationship between compassion and college self-efficacy in first-year students (r (213) = .498, p <.001), so it can be said that the higher the feeling of affection that year students have. first, the higher the self-efficacy of the university."

"Penelitian ini bertujuan untuk melihat hubungan antara keterlibatan ayah dengan penyesuaian diri di perguruan tinggi pada oleh mahasiswa tahun pertama. Penelitian ini dilatarbelakangi oleh adanya masalah penyesuaian diri mahasiswa yang baru masuk ke perguruan tinggi. Ketidakmapuan untuk menyesuaikan diri dapat mengakibatkan putus studi. Pengukuran keterlibatan ayah dalam penelitian ini dilakukan dengan menggunakan instrumen The Father Involvement and Nurturant Fathering Scales: Retrospective measures for adolescent and adult yang dikembangkan oleh Finley dan Schwartz (2004). Sementara pengukuran penyesuaian diri di perguruan tinggi menggunakan Student Adaptation to College Questionnaire (SACQ) yang dikembangkan oleh Baker dan Siryk (1984). Responden penelitian ini berjumlah 326 orang mahasiswa tahun pertama yang berusia 16-22 tahun. Hasil penelitian ini menunjukkan terdapat hubungan yang signifikan antara keterlibatan ayah dengan penyesuaian diri di perguruan tinggi (r = 0.194 untuk Nurturant Father Involvement dan r=0.197 untuk Reported Father Involvement; p<0.05; two-tailed).

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This study examined the relationship between father involvement with college adjustment in first year college students. This research is motivated by the problem of adjustment of new students into college. Inability to adjust can lead to dropping out of the study. Measurement in this study is using two instruments, The Father Involvement and Nurturant Fathering Scales: by Finley (2004) and college adjustment is using Student Adaptation to College Questionnaire (SACQ) by Baker dan Siryk (1984). Respondents of this study consists of 326 college students aged 16-22 years old. The results showed a significant relationship between father involvement with college adjustment (r = 0194 to Nurturant Father Involvement and r = 0197 for Reported Father Involvement; P <0.05; two-tailed)."

"Penelitian ini bertujuan untuk melihat hubungan antara psychological well-being dan college adjustment pada mahasiswa tahun pertama Universitas Indonesia. Tahun pertama di perguruan tinggi memberikan tantangan bagi mahasiswa terutama dalam proses penyesuaian diri. Pada masa ini psychological well-being bermanfaat bagi mahasiswa dalam menghadapi tantangan tersebut. Psychological well-being penting bagi individu yang sedang mengalami masa transisi dalam kehidupan. Pengukuran psychological well-being menggunakan alat ukur Ryff's Scale of Psychological Well-Being dan pengukuran college adjustment menggunakan alat ukur Student Adaptation to College Questionnaire yang disusun oleh Baker dan Siryk. Partisipan penelitian ini berjumlah 226 mahasiswa tahun pertama Universitas Indonesia. Data penelitian kemudian diolah dengan menggunakan teknik statistik Pearson Product-Moment Correlation. Hasil penelitian menunjukkan terdapat hubungan positif yang signifikan antara psychological well-being dan college adjustment pada mahasiswa tahun pertama Universitas Indonesia (r = 0.595; p = 0.000, signifikan pada L.o.S 0.01).

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This research was conducted to find the correlation between college adjustment and psychological well-being among first-year college students of Universitas Indonesia. Psychological well-being was measured by using Ryff's Scale of Psychological Well-Being and college adjustment was measured by using the Student Adaptation to College Questionnaire by Baker and Siryk. The participants of this research were 226 first-year college students of Universitas Indonesia. Data was processed using Pearson Product-Moment Correlation technique. The main results of this research showed that psychological well-being positively correlated significantly with college adjustment (r = 0.595; p = 0.000, significant at L.o.S 0.01)."

"Prestasi menjadi salah satu isu penting pada remaja. Ayah berperan penting dalam pencapaian prestasi pada anak. Penelitian ini meneliti hubungan antara keterlibatan ayah dengan aspek hope for success (HS) dan fear of failure (FF) dari motivasi berprestasi pada mahasiswa Universitas Indonesia dengan urutan kelahiran sulung. Alat ukur yang digunakan yaitu Reported Father Involvement Scale (RFIS), bagian dari Father Involvement Scale (FIS) yang disusun oleh Finely dan Schwartz (2004) untuk mengukur keterlibatan ayah dan Achievement Motives Scale-Revised (AMS-R) yang disusun oleh Lang dan Fries (2006) untuk mengukur kedua aspek motivasi berprestasi. Subjek penelitian ini berjumlah 206 orang yang tersebar dari 12 fakultas dan 1 program studi di Universitas Indonesia. Hasil penelitian menunjukkan bahwa tidak ada hubungan signifikan antara keterlibatan ayah dan aspek hope for success (HS) (r=0,086; p>0,05; two tailed) dan fear of failure (FF) (r=-0,064; p>0,05; two tailed) dari motivasi berprestasi pada mahasiswa Universitas Indonesia dengan urutan kelahiran sulung.

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Achievement is one important issue in teenagers and father has important role in the life of their children. This study focused on correlation between father involvement with achievement motivation aspects on hope for success (HS) and fear of failure (FF), in Universitas Indonesia firstborns. There are two instruments used, Reported Father Involvement Scale (RFIS), which is part of Father Involvement Scale (FIS) developed by Finely and Schwartz (2004) to measure father involvement, and Achievement Motives Scale-Revised (AMS-R), developed by Lang and Fries (2006) to measure both achievement motivation aspects. The participants are 206 students from 13 faculties and 1 study program in Universitas Indonesia.

The results shown no significant correlation between father involvement with achievement motivation aspects on hope for success (HS) (r=0,086; p>0,05; two tailed), and there are no significant correlation between father involvement and fear of failure (FF) aspect (r=-0,064; p>0,05; two tailed), in Universitas Indonesia first borns."

"Penelitian ini bertujuan untuk melihat hubungan antara stres akademis dengan psychological well being pada mahasiswa tahun pertama Universitas Indonesia. Partisipan dalam penelitian ini berjumlah 122 mahasiswa tingkat pertama berusia 17-20 yang sedang menempuh semester dua di Universitas Indonesia. Pengukuran psychological well-being menggunakan alat ukur Ryff?s Psychological Well- Being Scale (1995) yang telah diadaptasi oleh Yorike dan rekan-rekan payung penelitian psychological well-being tahun 2011. Pengukuran stres akademis menggunakan alat ukur Student-Life Stress Inventory yang dikembangkan oleh Gadzella (1994) dan telah diadaptasikan ke dalam konteks bahasa Indonesia. Berdasarkan hasil penghitungan korelasi Pearson Product Moment, diperoleh hubungan yang negatif dan signifikan antara stres akademis dan psychological well -being pada mahasiswa tahun pertama Universitas Indonesia. Semakin tinggi skor stres akademis yang dimiliki maka semakin tinggi skor psychological wellbeing, begitu pula sebaliknya.

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The objective of this research is to find the corelation between academic stress and psychological well-being among first-year college students in Universitas Indonesia . The participant for this research were 122 students aged 17-20 whose studied at the second term in Universitas Indonesia. Psychological well-being was measured with Ryff?s Psychological well-being Scale (1995) which was constructed by Carol D. Ryff and had been adapted to Indonesian context by Yorike and colleagues in 2011. Academic stress was measured with Student-Life Stress Inventory which constructed by Gadzella and had been adapted to Indonesian context. The coefficient of Pearson Product Moment correlation showed that there is negative and significant correlation between psychological well being and academic stress among first-year college students in Universitas Indonesia. The more academic stress suffered by first-year college students, the lower score of psychological well being they have and vice versa."

"[Penelitian ini dilakukan untuk mendapat gambaran mengenai hubungan antaraself-regulated learning (SRL) dan creative self-efficacy (CSE) pada mahasiswaarsitektur. Self-regulated learning didefinisikan sebagai sejauh mana pelajarmenggunakan proses metakognisi, motivasi, dan tingkah lakunya untukberpartisipasi aktif dalam proses belajarnya. Creative self-efficacy didefinisikansebagai keyakinan yang sementara pada individu mengenai kemampuan dirinyauntuk melakukan tugas spesifik tertentu yang membutuhkan produksi solusisolusibaru, orisinal, atau sesuai. Creative self-efficacy terdiri dimensi creativethinking self-efficacy (CTSE) dan creative performance self-efficacy (CPSE).Pengukuran SRL menggunakan alat ukur Strategi Self-Regulated Learning yangdisusun oleh Hariseno (2012) dan pengukuran CSE menggunakan alat ukurRevised Model of CTSE II and CPSE II Inventories yang disusun oleh Abbott(2010). Partisipan penelitian berjumlah 159 mahasiswa arsitektur dari beberapaperguruan tinggi di Jakarta, Depok, dan Bandung. Melalui teknik statistik PearsonCorrelation, ditemukan bahwa terdapat hubungan positif yang signifikan antaraself-regulated learning dengan creative thinking self-efficacy (r = 0.269; p =0.001, signifikan pada L.o.S 0.01) dan creative performance self-efficacy (r =0.342; p = 0.000, signifikan pada L.o.S 0.01) pada mahasiswa arsitektur.Berdasarkan hasil penelitian, disarankan bagi mahasiswa arsitektur untukmeningkatkan self-regulated learning dalam proses belajarnya karena semakintinggi self-regulated learning mahasiswa arsitektur, semakin tinggi creative selfefficacymereka., This research was conducted to find the correlation between self-regulatedlearning and creative self-efficacy among architecture college students. Selfregulatedlearning defined as the degree to which students are metacognitively,motivationally, and behaviorally active participants in their own learning process(Zimmerman, 2008). Creative self-efficacy defined as an individual?s state-likebelief in his or her own ability to perform the specific tasks required to producenovel, original, or appropriate solutions (Abbott, 2010). Creative self-efficacyconsists of dimension of creative thinking self-efficacy (CTSE) and dimension ofcreative performance self-efficacy (CPSE). Self-regulated learning was measuredusing an instrument named Strategy of Self-Regulated Learning made byHariseno (2012) and creative self-efficacy was measured using Revised Model ofCTSE II and CPSE II made by Abbott (2010). Participants of this research were159 architecture college students from some colleges in Jakarta, Depok, andBandung. The Pearson Correlation indicates that self-regulated learning correlatespositively and significantly with creative thinking self-efficacy (r = 0.269; p =0.001, significant at L.o.S 0.01) and creative performance self-efficacy (r = 0.342;p = 0.000, significant at L.o.S 0.01) among architecture college student. Based onresearch results, it suggested for architecture college student to improve their selfregulatedlearning in learning process because the higher self-regulated learningarchitecture student, the higher their creative self-efficacy.]"