The coronavirus disease 2019 (COVID-19) pandemic increased education-related distress among University students globally, including in Indonesia. Psychological factors, such as academic demands, limited opportunity to meet their peers, problematic use of technology, and domestic problems, influenced the well-being of the students, leading to poor academic performance. A mobile-based counseling application was developed to address the distress among University students. The application was meant to reach students living remotely to enable them to access psychological assistance. Therefore, the purpose of this study was to describe a protocol aimed to evaluate the equivalence of the application when compared to the Treatment-As-Usual (TAU) in increasing the coping self-efficacy (CSE) and resilience of students as well as in decreasing their level of depression. A two-armed parallel randomized control non-inferiority trial will be conducted among approximately 430 students with selected academic problems. The participants will be randomly allocated into the TAU and the intervention groups. The primary and secondary outcomes will be measured by the Indonesian versions of the Coping Self-Efficacy (CSE) Scale, the Resilience Scale (RS-14), and the Patient Health Questionnaire (PHQ-9). The data will be collected at baseline, at the end of each session, and after 3 months. The outcomes will be analyzed using repeated-measures ANOVAs, intention-to-treat, and per-protocol analysis. If proven, the application will be used as an alternative media in helping the students.Clinical Trial Registration: Thailand Clinical Trials Registry (TCTR20200530001); Date of registration: May 28, 2020.
Introduction: The COVID-19 pandemic has affected various areas, including the education sector, which has led to use of various alternatives, such as online learning platform, requiring undergraduate students' adjustment to academic conditions. Therefore, this study aims to assess the academic adjustment of undergraduate students and the social support from parents and lecturers, as well as peer support. Methods: A cross-sectional quantitative approach was used, while the data were obtained through surveys using an online adjustment measurement scale and self-report questionnaires to measure social support. The surveys were distributed through various online platforms, including Instagram, LINE, WhatsApp, and among lecturers in several universities in Indonesia, to be filled by registered undergraduate students learning from home during the COVID-19 pandemic. A total of 299 participants, with males being 93 and females 206 having a mean age of 19.76 years, spread across several provinces in Indonesia, were selected using a convenience sampling technique. The IBM SPSS Statistic version 24.0 was used to calculate the correlation between variables using Pearson correlation, and the analysis was conducted using multiple linear regression analysis. Results: The results showed parent involvement and lecturer support to have a significant impact on academic adjustment, while peer support did not prove to have a significant impact (R2=0.120, p<0.01). Furthermore, the impact of social support on the dimensions of academic adjustment comprising lifestyle, achievement, and motivation was also evaluated. Based on the results, only lecturer support plays a significant positive role in the academic lifestyle dimension. In academic achievement, parent involvement and lecturer support exhibit a positively significant role, while only parent involvement significantly affects academic motivation. Among the three dimensions, only peer support has no significant impact. Conclusion: The results imply that the success of undergraduate students in academic adjustment during the COVID-19 pandemic can be facilitated by parental involvement and lecturer support.
Mahasiswa bidik misi tergolong ke dalam students at risk – siswa dengan risiko gagal lebih tinggi daripada siswa lainnya. Mereka berasal dari golongan status sosial ekonomi menengah ke bawah dengan tuntutan wajib lulus 4 tahun, minimal IPK 2.5, dan ancaman dicabut beasiswa jika semua hal itu tidak terpenuhi. Untuk itulah kemampuan resiliensi diperlukan.Tujuan penelitian ini yaitu untuk membuat rancangan pendampingan 4 skills of resilience yang sesuai untuk mengembangkan kemampuan resiliensi mereka. Penelitian ini mengggunakan definisi resliensi dari Reivich-Shatte (2002). Pendampingan dirancang untuk mahasiswa bidik misi Fakultas Psikologi Universitas Padjadjaran tingkat ketiga sebagai upaya antisipasi mereka menghadapi evaluasi akhir dari DIKTI. Berdasarkan analisis kebutuhan, sebagian besar mahasiswa bidik misi tingkat ketiga memiliki kemampuan resiliensi cenderung rendah terutama pada faktor impuls control, causal analysis, dan realistic optimism. Teknik purposive sampling digunakan untuk memilih partisipan yanng sesuai dengan kriteria peneliti sehingga didapatkanlah 3 partisipan. Empat keterampilan resiliensi yaitu Learning your ABC, Avoiding thinking traps, Challenging belief, dan Putting it in perspective akan dilatihkan untuk meningkatkan ketiga faktor yang rendah tersebut. Pendampingan ini dirancang dalam 6 sesi. Metode penelitian yang digunakan adalah Mixed Method: triangulation embedded design. Hasil dari penelitian ini menunjukkan bahwa rancangan pendampingan untuk sesi I dan sesi II sudah sesuai untuk meningkatkan keterampilan resiliensi pada faktor Impuls Control. Sedangkan sesi III dan IV belum sesuai untuk meningkatkan keterampilan resiliensi (faktor Causal Analysis dan Realistic Optimism) sehingga dibutuhkan perbaikan pada konsten dan prosedur rancangan
Writing an undergraduate thesis is a formidable task, especially in Indonesia where writing is not engrained in its culture. Therefore, this study aims to explore the internal and external factors in writing an undergraduate thesis. A qualitative research design was used. Phase 1 used an online questionnaire (n= 143) to find encouraging and obstructing factors. Phase 2 used an in-depth interview (n = 48) to validate findings from Phase 1. A general inductive approach was used to analyze data. Phase 1's findings were students' perceptions about undergraduate thesis and categories of encouraging and obstructing factors in writing a thesis. Writing under graduate thesis was more driven by external factors (e.g.deadlines, others expectation) than by internal factors. Neglect of writing the thesis, however, was caused more by internal factors (e.g. lack of knowledge and skills, doing other activities). Phase 2's findings validated phase 1's findings which consist of 11 encouraging and 8 obstructing factors.
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