Adolescents with fear of missing out are afraid that others might be having rewarding experience that they are not aware of it so that they fail to control themselves from staying connected with others primarily through social networking sites (SNS). One of the factors causing this is self-esteem.The aim of this study is to examine the role of self-esteem on fear of missing out (FoMO) among adolescents who are using SNS. A total of 349 adolescents were recruited for this study using non-probability sampling technique. Data were collected using Fear of Missing Out Scale and Self-Liking/Self-Competence Scale-Revised. Simple linear regression was used analyzed the data. The study found that self-esteem can predict FoMO and contributes in affecting the changes in FoMO among participants of the study.Keywords: Fear of missing out, self-esteem, Social Networking sites Abstrak. Remaja yang mengalami Fear of Missing Out (FoMO) merasa takut akan tertinggal momen berharga yang dilakukan orang lain jika ia tidak terus mengikuti apa yang dilakukan mereka. Akibatnya remaja seperti ini tidak mampu menahan diri dari keinginan untuk terus terhubung dengan orang lain terutama melalui situs jejaring sosial atau Social Networking Sites (SNS). Hal tersebut dapat dipengaruhi oleh berbagai penyebab salah satunya harga diri. Tujuan dari penelitian ini adalah untuk menguji peran harga diri terhadap FoMO pada remaja yang menggunakan situs jejaring sosial. Data diperoleh dari sampel sebanyak 349 remaja yang direkrut menggunakan teknik nonprobability sampling. Instrumen yang digunakan untuk pengambilan data adalah skala Fear of Missing Out dan Self-Liking/Self-Competence Scale-Revised. Data dianalisis menggunakan metode regresi linear sederhana. Hasil penelitian menemukan bahwa harga diri berperan signifikan terhadap kondisi FoMO pada subjek penelitian.
The Relationship of Psychological Capital and Entrepreuneral Orientation of Student Entrepreuners. This research was quantitative research which aims to empirically analize relationship beetwen psychological capital and entrepreunerial orientation of student entrepreneurs. Sampling were 229 students. The measuring instrument are Psychological Capital Quesstionnaire (PCQ) which has been developed by Luthans, Youssef, and Avolio (2007) that contain 20 items and Individual Entrepreneurial Orientation quesstionaire (IEO scale) which has been developed by Bolton dan Lane (2012) that contain 10 items. The result of study showed that psycohlogical capital coralated significantly with entreperunerial orientation (r= 0.460;p=0.000). Abstrak : Hubungan psychological capital dan orientasi kewirausahaan pada mahasiswa yang berwirausaha. Penelitian ini merupakan penelitian kuantitatif yang bertujuan untuk mengetahui hubungan antara psychological capital dengan orientasi kewirausahaan mahasiswa yang berwirausaha. Sampel penelitian sebanyak 229 orang. Alat ukur yang digunakan ialah Psychological Capital Quessionaire (PCQ) dikembangkan oleh Luthans, Youssef, dan Avolio (2007) yang terdiri dari 20 aitem dan Individual Entrepreneurial Orientation quessionaire ( IEO scale) yang dikembangkan oleh Bolton dan Lane (2012) yang terdiri dari 10 aitem. Hasil penelitian ini menunjukkan bahwaPsychological Capital berhubungan positif secara signifikan dengan orientasi kewirausahaan (r = 0.460, p = 0.000).Kata kunci : Psychological capital, orientasi kewirausahaan, mahasisswa kewirausahaan
This research aimed to examine the effect of the value of student co-operation in enterpreneur courses through the implementation of co-operative learning and experiential teaching method. Research was conducted on 57 psychology students who take enterpreneur courses treated in method cooperative teaching and experiential learning. Data collected through the scale were analyzed using the t test to see differences in the ability of co-operation between the students before teaching method experiential learning and cooperative learning with teaching method after doing experiential learning and cooperative learning. T test results prove that there are significant differences between the data pre and post data. This study means that there is a significant difference in the value of co-operation caused by the treatment by student cooperative learning and experiential learning method.
This research aimed to examine the effect of the value of student cooperation in enterpreneur courses through the implementation of cooperative learning and experiential teaching method. Research was conducted on 57 psychology students who take enterpreneur courses treated in method cooperative teaching and experiential learning. Data collected through the scale were analyzed using the t test to see differences in the ability of cooperation between the students before teaching method experiential learning and cooperative learning with teaching method after doing experiential learning and cooperative learning. T test results prove that there are significant differences between the data pre and post data. This study means that there is a significant difference in the value of cooperation caused by the treatment by student cooperative learning and experiential learning method.
In optimizing accomplishment for learning outcomes in a subject, it is necessary to do various appropriate method. Especially for courses that have a lot of material content and long study hours, then the blended learning method can be used as an alternative. In this study, the blended learning method was designed and applied in the training course at the Psychology Department, Faculty of Medicine, Andalas University. Evaluation of this course is carried out through a survey on 55 students by giving them a questionnaire. The results indicate that some students have achieved course learning outcomes and consider that the teacher, material and assessment aspects in this course are fit with their expectations.
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