Frieda Maryam Mangunsong

The engagement of psychology students in statistics courses requires improvement because the learning material is challenging to understand. This leads to the emphasis on the teaching ability of lecturers, which is one of the external factors to increase student engagement. Internal factors such as self-regulated learning can impact engagement during lectures. Therefore, this study examines the role of self-regulated learning as a mediator in the relationship between students’ perceptions of creativity fostering teacher behavior (p-CFTB) and the engagement of psychology undergraduates in the statistics class. A mediation test using RStudio software was utilised to examine the role of self-regulated learning as a mediator, and 533 undergraduate psychology students from different parts of Indonesia participated in this study. The results showed that self-regulated learning partially mediated the relationship between p-CFTB and student engagement with the indirect effect value was greater than the direct effect. Therefore, student engagement is more affected by self-regulated learning in its role as a mediator than when it occurs without a mediator. Consequently, this study found that the role of various actors, such as lecturer behavior to foster creativity is needed to improve student self-regulated learning so that student engagement can function at its most effective.

Previous research has supported strategies of Collaborative Strategic Reading (CSR) and Reciprocal TeachingStrategy (RTS) to enhance reading comprehension performance in different populations but no study has beenfound to examine the effectiveness of both strategies of reading among elementary students. This study aims toinvestigate CSR and RTS among elementary students. A quasi-experiment with a non-randomized control grouppre-test-post-test design was used by 125 elementary school students and 3 teachers were equally assigned to theintervention and control group. Data collection used the intelligence test (CPM) and the reading comprehensiontest. Treatment was carried out over ten weeks with nine meetings for each treatment. Results showed that thereis a significant interaction effect between treatment and time, F(1, 36) = 140.27, p < .001, and a main effect oftime, F(1, 36) = 28.50, p < .001. However, there is no main effect of the treatment, F(1, 36) = 1.11, p = .299. Dueto the main effects of Time or Treatment, the post-test score (M = 18.32) is higher than the pretest ones (M =13.24), and the score of the RTS group (M = 13.95) is like one of the CSR groups (M = 12.53). It means thatchildren in the CSR group demonstrated significant improvement over than RTS group and the CSR was moreeffective than the RTS strategy. The RTS group (M = 13.95) is like the one of the CSR groups (M = 12.53, p < .05)and as expected the score of the CSR group (M = 19.89) is higher than that one of the RTS group (M = 16.7, p< .05). The CSR is a more effective method to improve reading comprehension performance for elementary schoolstudents than RTS.

Previous research findings have revealed that parents have a critical role in developing the communication skills of deaf children. This qualitative study investigated how hearing parents of deaf children develop their children's communication. Cortes-Rivera (1992) identified four aspects of parental acceptance connected to language and communication skill development: parental comfortableness, knowledge about the child's impairment, parental confidence in the child's abilities, and parents' confidence in professional help. A semi-structured online interview was conducted with 15 mothers of deaf children (aged 3 to 12 years) with severe and profound hearing loss. Thematic analysis was used to analyze and identify themes that emerged in each aspect of parental acceptance (Cortes-Rivera, 1992) related to fostering deaf children's language and communication skills. In general, effective communication is facilitated by parental acceptance by developing communication methods that are understandable to both parties and by encouraging deaf children to communicate with siblings, peers, and others. In addition, the findings can be used as material to develop the acceptance of hearing parents of deaf children.

This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.

This study aims to analyze the relationship and influence of academic motivation and perceived creativity fostering teacher behavior (P-CFTB) on student engagement in Statistics online learning courses in Indonesia. The research used a cross-sectional design study with a quantitative approach. Three standardized scales (academic motivation scale, perceived creativity fostering teacher index, and university student engagement inventory) were filled out by 533 psychology undergraduates who participated. All data were analyzed statistically by descriptive, correlational, and multiple linear regression tests. The results show that academic motivation and student engagement, P-CFTB and student engagement were related moderately and positively (r = 0.582, r = 0.593; p < .001, respectively). Furthermore, academic motivation and P-CFTB simultaneously affected students’ learning engagement by 48%. The result shows that when students’ academic motivation is combined with creativity fostering teacher behavior, student engagement in online learning increases.

Penelitian ini bertujuan untuk melihat efektivitas pelatihan dialogic reading untuk meningkatkan efikasi diri orang tua dalam membacakan buku cerita kepada anak prasekolah. Tipe penelitian yang digunakan dalam penelitian ini adalah penelitian aplikatif dengan within-subjects experimental design. Partisipan dalam penelitian ini merupakan orang tua yang memiliki anak usia 3-5 tahun berdomisili di Jabodetabek (n=7). Alat ukur yang digunakan saat pretest dan posttest adalah kuisioner efikasi diri orang tua dalam membacakan buku cerita. Dalam pelatihan dialogic reading, partisipan diberikan pelatihan tentang perkembangan membaca anak, cara memilih buku cerita sesuai usia anak, dan teknik dialogic reading. Hasil pengukuran diuji menggunakan metode nonparametric wilcoxon signed-rank test, dengan nilai signifikansi p sebesar 0,018 (pdialogic reading efektif meningkatkan efikasi diri orang tua dalam membacakan buku cerita kepada anak usia prasekolah. Implikasi dari penelitian ini adalah efikasi diri orang tua dalam membacakan buku cerita bisa ditingkatkan melalui pelatihan yang disesuaikan dengan kebutuhan atau kesulitan yang dimiliki orang tua

During adolescence, impulsivity usually escalates, increasing the risk of addiction and affecting academic achievement negatively. Mindfulness has been found to be one of the ways to regulate impulsivity, and emotion regulation can mediate the relationship between mindfulness and impulsivity. This research therefore aims to establish whether emotion regulation mediates the relationship between mindfulness and impulsivity amongst high school students. Quantitative research employing Hayes’ PROCESS mediation analysis was conducted. The participants, 390 Indonesian high school students aged 15-18, were collected using online questionnaires measuring mindfulness, impulsivity, and emotion dysregulation. The results show that emotion regulation partially mediated the relationship between mindfulness and impulsivity (ab = -.11, BootSE = 0.02, BootCI 95% [-0.16, -0.07]). Mindfulness increased emotion regulation skills, which in turn reduced impulsivity in high school students. The implications of the study are important in helping adolescents manage impulsiveness during the period of vulnerability to risk-taking. The use of mindfulness in schools could help manage the emotional and behavioral problems of high school adolescents.