PurposeThis study aims to investigate the effect of authentic leadership and psychological capital (PsyCap) on work engagement via job satisfaction by employing the job demands-resources (JD-R) model.Design/methodology/approachParticipants were 307 (52% male and 48% female) employees randomly recruited from a state-owned company in the eastern part of Indonesia. Most participants had completed an undergraduate degree with a mean age of 27.55 (SD = 7.89). The study employed a three-wave data collection technique to rule out any common method biases.FindingsThe results suggested that the theoretical model and empirical data showed a good fit (CMIN/DF = 2.19 and RMSEA = 0.06), indicating an indirect effect of authentic leadership and PsyCap on work engagement via job satisfaction. The effect of authentic leadership on work engagement was fully mediated by job satisfaction. In contrast, job satisfaction only partially mediated the relationship between PsyCap and work engagement.Research limitations/implicationsFirst, this study did not explore any further consequences of gender equality. Second, although the data have been compared with some existing studies, this study did not collect cross-cultural data from different countries. Lastly, the data were collected from a state-owned enterprise, which may limit generalisation to other organisations.Originality/valueThis study offered a new perspective by examining the implications of the JD-R model in the eastern part of Indonesia, where organisation culture is predominantly influenced by Buginese values. Furthermore, the inclusion of job satisfaction into the model added new information regarding the importance of mediating variables in explaining the indirect effect of job and personal resources.

Purpose The purpose of this paper is to develop entrepreneurship games for early childhood education (ECE) and to develop a module using a number of systematic approaches. Design/methodology/approach There were two studies conducted. Study 1 focused on developing guidelines for traditional games. The games were collected and selected based on their entrepreneurial characteristics. In study 2, the authors selected eight relevant traditional games and then examined their effectiveness at internalizing the spirit of entrepreneurship. For the assessment, the authors trained 40 expert raters from the fields of psychology, ECE, and entrepreneurship studies. Findings The results showed that two groups of raters agreed (k=0.64) that the games were effective for internalizing the spirit of entrepreneurship in ECE. In the second part of the study, the authors intended to develop a set of multimedia digital instructions and guidelines for users (e.g. teachers and instructors) as the traditional games provided no written instructions. This study produced the multimedia digital instructions and constructed a set of assessment tools for the teachers to test the effectiveness of the games. Research limitations/implications This study focused on developing traditional games into a structured guideline for teachers. However, further investigation is still necessary to gather evidence regarding the validity of the game manual. Future study should focus on testing the effect of the games on ECE as well as students’ entrepreneurial traits. Originality/value This study created a new approach by considering local values in developing an entrepreneurship intervention.

PurposeThis study aims at investigating the indirect effect of soft skills on career engagement through the role of psychological capital (PsyCap) in different age groups. The social cognitive theory (SCT) and job demands-resource model (JD-R) were employed to explain the effect of perceived skill mastery on PsyCap and career engagement.Design/methodology/approachThe data were collected from 707 high school students, 150 university students and 165 employees using a three-wave data collection technique. This study measured soft skills, PsyCap and career engagement at different age groups (i.e. high school students, university students and employees). The data were analysed using a moderated-mediation technique.FindingsThe results showed that soft skills positively influenced PsyCap and eventually increased career engagement in all age groups. However, the effect was stronger for students (both in high school and university) than employees in the workplaces. Unlike most students, employees related soft skills to performance. Regardless of the effect on performance, students would be more likely than employees to perceive soft skill mastery as a source of efficacy.Research limitations/implicationsFirst, the education system should direct more attention to developing students' non-cognitive skills. Second, people should understand that their career advancement continues in the workplace context. Organizations can foster employees' soft skills by providing more opportunities to develop new skills.Originality/valueThis study sheds light on the importance of soft skills beyond academic and workplace performance. This study is among the few empirical investigations that reveal career engagement factors across different career development stages.

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Pandemi Covid-19 menuntut individu untuk dapat beradaptasi dengan kesulitan dan perubahan yang terjadi. Resiliensi sebagai salah satu fungsi adaptasi yang sehat merupakan bentuk kemampuan yang paling dibutuhkan untuk bertahan dalam kondisi pandemi ini. Penelitian ini bertujuan untuk mengeksplorasi bagaimana kemampuan resiliensi individu dipengaruhi oleh efikasi diri dan persepsi ancaman Covid-19. Partisipan dalam penelitian ini sebanyak 72 orang dengan rentang usia 15-32 tahun. Partisipan dipilih dengan menggunakan pendekatan non-probability sampling, yaitu dengan teknik convenience sampling. Instrumen penelitian yang digunakan dalam penelitian ini meliputi The Brief Resilience Scale yang telah diadaptasi, skala efikasi diri, dan skala Persepsi ancaman Covid-19 yang disebarkan kepada partisipan secara online. Teknik analisis data yang digunakan adalah analisis deskriptif dan analisis regresi berganda. Hasil analisis menunjukkan bahwa efikasi diri dan persepsi ancaman memiliki kontribusi terhadap kemampuan resiliensi individu. Semakin tinggi efikasi diri individu maka akan semakin tinggi pula kemampuan resiliensinya, namun persepsi ancaman yang tinggi dapat menurunkan tingkat resiliensi individu.

Alternative energy can be produced from appropriate technology by utilizing biomass waste. For instance, rice husk and zalacca seeds which were by-product and waste that the benefits of has not been widely studied.The aim of this research is to find out the head value, duration of tima, ash and water contents, volatile matter, and carbon content of the mixture form of bioarangrice husk and zalacca seeds. This research is an experimental research which test was carried out in the laboratory. This research was conducted from June to august 2018. The object of this research is biomass formulation of bioarang mixtures of rice husk and zalacca seeds by mass

This study is aimed (1) to describe the self-awareness on learning of the 7th grade students, (2) to describe the implementation of technique reframing in affecting the self-awareness on learning of the 7th grade students, and (3) to investigate the effect of reframing technique on self-awarenss on learning of the 7th grade students. Quantitative approach was used in this study by implementing quasi experimental design and using Pretest-Posttest Control Group Design to 24 samples. Data collection techniques applied in this research were self-awareness scale on learning developed by the researcher, observation, and interview. Data analysis technique applied in tis study was independent samples t-test which was conducted through Statistical Product for Service Solustion (SPSS) version 24.0. The study found that (1) the self-awareness on learning of the 7th grade students before the treatment of reframing technique was in low category, while that after the treatment of such technique was in moderate and high categories, (2) the self-awareness on learning of the 7th grade students was increased after the treatment of reframing technique, and (3) reframing technique can increase the self awareness on learning of the 7th grade students.

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