The high number of dropout undergraduate students in Jakarta is interesting to link with academic resilience to see how far the ability to survive, overcome, and even develop amid difficulties. Some resilience studies have revealed a positive relationship with self-esteem, in which higher self-esteem relates to higher resilience and vice versa. Self-esteem is a strength that comes from within a person. According to some experts, the forming factor of resilience is self-efficacy. This research will examine the influence of these two factors in shaping academic resilience. The total number of respondents was 455 students studying at an A-accredited university in Jakarta. Most respondents were male as many as 234 people (51.3%), and the lowest respondents were female as many as 221 people (48.5%). The findings showed that self-esteem and self-efficacy simultaneously influenced 47.6% on academic resilience, while the remaining 52.4% influenced by other variables. The biggest effect was from self-efficacy as much as 39.8%. The effect of self-esteem on academic resilience was 28.5%. Suggestions for further research are to conduct self-efficacy interventions to improve students’ academic resilience.
This research sees an overview of honesty as the basis of students' moral virtue who had taken coursesCharacter Building at Bina Nusantara University. An honest person is one who has the power of the heart goes to the rules and principles of righteous living. Gea, Wulandari, & Babari (2002)
Article pictures the emotional intelligent of college students. The emotional intelligent defines our potential to learn practical skills based on: self awareness, self controlling, motivation, empathy, social skill. From the five skills, it could be devided into two skills, i.e. individual and social competence. Individual competence is based on emotional intelligence about how we manage ourselves. Meanwhile, social competence is about how we handle our relationship with other people. From the research result, it can be concluded that emotional intelligence level of college students should be improved since there is none who has high score, especially about empathy as the lowest score.
Personal initiative is an active behavior to achieve work’s target, influenced by self-starting aspects, proactive, and toughness in overcoming some constraints. Article presented on how to achieve effectiveness in Character Building subject on personal initiative development based on a research using different group test method. Compared groups were students having finished Character Building subject and not yet followed with the amount of 103 students. Questionnaires consisting of 43 items using semantic different scale were distributed to them. The results indicate that Character Building subject is not effective to develop personal initiative. These are caused by changing happened to students who have followed Character Building subject has not been identified in their personal initiatives, but in the lessening of bad habits in campus life. The students get initiative ability from their personal experience since children to adult. This finding is in line with their participation in organization activities, entrance grade, parents’ jobs, and high school majority which correlating to personal initiative.
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