What Factors Influence Well-being of Students on Performing Small Group Discussion?

Abstract

Abstract. Generally, Faculty of Medicine of Udayana University applied Small Group Discussion (SGD) in its learning process. If group problem solving succeeds, each individual of the group will individually succeed. However, the success is also determined by each individual's level of psychological well-being. When the students are in the high level of wellbeing, they will feel comfortable in small group discussion, and teamwork will be effective. Therefore, it is needed to conduct a research which investigates how psychological factors, such as traits, needs, cognitive, and social intelligence, influence students' wellbeing in performing SGD. This research is also initiated by several cases of students who prefer individual learning and take SGD merely to fulfill attendance requirement. If the students have good wellbeing, they will take the SGD process optimally. The subject of this research was 100 students of Faculty of Medicine of Udayana University. This survey research used psychological test assessment, Psychological well-being scale, and Social Intelligence scale to gain data analyzed quantitatively. The results showed that all aspects of traits together with aspects 'need for rules and supervision' affect social intelligence. Furthermore, social intelligence factor with cognitive factors influence wellbeing of the students in the process of SGD.

The role of classroom engagement on academic grit, intolerance to uncertainty and well‐being among school students during the second wave of the COVID‐19 pandemic in India

“…Academic grit helps students to stay focused and constantly try to achieve their long‐term goals. Here, students' well‐being is not determined by academic grit alone, but by various other factors, such as student–teacher interaction, student–teacher connectedness, connectedness to the school, school environment, and peer relationships, which play a significant role (Deb et al, 2016 ; Govorova et al, 2020 ; Wulanyani & Vembriati, 2018 ). Grit, mainly academic grit as a personal characteristic or as a process influences well‐being.…”

Does Sleep Quality Serve as a Mediator Between Well-Being and Academic Achievement?

“…Finally, the unproven relationship of sleep quality as a mediator between wellbeing and academic achievement in addition to being caused by technical problems that resulted in path b and path c insignificant (Picture 1), also caused by other factors that play a more dominant role in mediating the relationship between well-being and students' academic achievement. Those factors include the involvement and support of parents in every process of education, a positive relationship between students and teachers and their peers (Kindekens, Reina, Backer, Peeters, Buffel, & Lombaerts, 2014), social intelligence and cognitive factors in the students themselves (Wulanyani & Vembriati, 2018), self-regulated learning ability that hones students to increase independence in completing tasks and solving problems (Kaplan & Maehr, 1999;Noble et al, 2008), a supportive and caring educational community (Cowen, 2000;Engels, Aelterman, van Petegem, & Schepens, 2004;Noble et al, 2008), as well as a psychologically and emotionally safe environment and cultivating prosocial values at an early age (Engels, Aelterman, Van Petegem, & Schepens, 2004;Noble et al, 2008). Therefore, further research can be conducted with more dominant mediators.…”

The Effect of Age, Working Period and Workload on Work Productivity Through work Fatigue and Sleep Quality at Employees of Pt. Sarana Usaha Sejahtera Insanpalapa (Telkomedika)

“…Work Fatigue or what is commonly referred to as fatigue is a subjective feeling of fatigue, temporary loss of attention, and decreased psychomotor response or, related to decreased performance, all of these things can be referred to as fatigue 3 .…”