ABSTRAK  School readiness is children’s readiness to enter elementary school. School readiness is needed so that children can attend all school activities in elementary school well. This study aims to determine the condition of school readiness owned by children before entering elementary school. Method used in this research is survey. Data analysis was carried out descriptively by comparing the average score of each dimension in school readiness. Results show that the average score from the highest to the lowest in the dimension of school readiness are academic knowledge, dimension, physical health and motor development dimension, basic thinking skills dimension, self-discipline dimension, social  emotional maturity dimension, and communication skills dimension. Achievement of the average score in cognitive dimensions (academic knowledge and basic thinking skills dimension) and physical health and motor development dimension are higher than non-cognitive dimensions (self-discipline, social emotional maturity and communication skills dimension). This condition needs to get attention because the realization of school readiness is a combination of all dimensions in school readiness. The low in one of these dimension will affect to the overall of school readiness’s quality.  Keywords: School readiness, Children, Entering elementary school Kesiapan sekolah merupakan kesiapan anak untuk masuk Sekolah Dasar (SD). Kesiapan sekolah diperlukan agar anak dapat mengikuti semua kegiatan sekolah di SD dengan baik. Penelitian ini bertujuan untuk mengetahui kondisi kesiapan sekolah yang dimiliki oleh anak sebelum memasuki SD. Metode penelitian yang digunakan adalah survei. Analisis data dilakukan secara deskriptif dengan membandingkan nilai rata-rata setiap dimensi dalam kesiapan sekolah. Hasil penelitian menunjukkan bahwa nilai rata-rata dari tertinggi ke terendah dalam dimensi kesiapan sekolah adalah dimensi pengetahuan akademis, dimensi  kesehatan fisik dan perkembangan motorik, dimensi ketrampilan berpikir dasar, dimensi disiplin diri, dimensi  kematangan sosial emosional dan dimensi kemampuan berkomunikasi. Capaian nilai rata-rata dimensi kognitif (dimensi pengetahuan akademis dan ketrampilan berpikir dasar) dan dimensi kesehatan fisik dan perkembangan motorik lebih tinggi jika dibandingkan dengan capaian nilai rata-rata dimensi non kognitif (dimensi disiplin diri, kematangan sosial emosional dan kemampuan berkomunikasi).. Kondisi ini perlu mendapatkan perhatian karena terwujudnya kesiapan sekolah merupakan perpaduan antara semua dimensi dalam kesiapan sekolah. Rendahya salah satu dimensi akan mempengaruhi kualitas kesiapan sekolah secara keseluruhan. Kata Kunci: Kesiapan Sekolah, Anak, Masuk Sekolah Dasar

University students, as ‘digital natives’, use the internet for learning in the classroom. However, the availability of internet access in the classroom becomes a challenge, because students also engage in non-academic internet access during lectures. The use of the internet during lectures for non-academic purpose is called cyberslacking. Self-regulated learning (SRL) and media multi-tasking efficacy (MME) are considered to be important factors contributing to cyberslacking. The participants in this study were students in a private university in Indonesia (N = 423). The results show that only self-regulated learning made any significant contribution to cyberslacking in the classrooms. Further research should be conducted to consider external factors, such as instructors’ contributions, classrooms circumstances and the university policy towards internet usage.

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<h1>ABSTRACT</h1><p> </p><p>The initial period of adjustment is something to be concerned about since it serves as a period, allowing to lay foundation for education which will contribute to children’s future academic life. It is not an easy period for children due to several school demands and expectations which should be fulfilled by children. To deal with this, children’s school readiness to attend their primary school is required. This qualitative research seeks to find out factors influencing children’s readiness to attend a primary school. The subjects of the research involved teachers and parents of children who planned to apply for admission into primary schools. The research results indicate that both teachers and parents of children shared the same perceptions regarding factors influencing the school readiness: cognitive and noncognitive factors. The former which involve reading, writing, and calculating skills are regarded significant since such skills are used as admission prerequisites for primary level in certain schools. Similarly, the latter are supposed to be important since they support children to successfully adjust to their primary school.</p><p> </p><p><strong><em>Keywords: </em></strong><strong><em>school readiness</em></strong><strong><em>; </em></strong><strong><em>primary school; children</em></strong><strong><em></em></strong></p>

<p>School well-being is hope for students, they can survive in school. However, many students experience low levels of school well-being which has an impact on students' psychological and academic outcomes. The purpose of this study was to determine social support related to schools that can affect school well-being in high school students in Surabaya. The approach of this research is quantitative correlational study. Data collection using self-report questionnaires to measure school well-being, support related to schools, and self-esteem. Participants were 220 high school students. Path analysis procedures were performed to address the hypothesis.  The results found that the teacher's social support and friend social are related to direct and indirect school well-being mediated self-esteem. This study suggests that students can improve their well-being with support related to schools and self-esteem. Policymakers in schools, mainly school principals and teachers, can improve school well-being for students Limitations and implications of the findings are discussed for future research.</p><p> </p><p> </p><p> </p>