scholarly journals Relation of Emotional Intelligence, Self-esteem, Self-efficacy, and Psychological Well-Being Students of State Senior High School

2017 ◽  
Vol 5 (1) ◽  
pp. 40-46
Author(s):  
Novi Rosita Rahmawati ◽  
Dany Moenindyah Handarini ◽  
Triyono Triyono
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Well Being ◽  
Self Esteem ◽  
Senior High School ◽  
Psychological Well Being

Psychological well-being in childhood: The role of trait emotional intelligence, regulatory emotional self-efficacy, coping and general intelligence

2021 ◽  
pp. 135910452110406
Author(s):  
Marina Pauletto ◽  
Michele Grassi ◽  
Maria Chiara Passolunghi ◽  
Barbara Penolazzi
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Coping Styles ◽  
Well Being ◽  
Self Report ◽  
Unique Contribution ◽  
General Intelligence ◽  
Trait Emotional Intelligence ◽  
Psychological Well Being

Given the increase of mental health problems in youth, focusing on the promotion of psychological well-being is essential. Among the variables recognized as linked to children’s psychological well-being, trait emotional intelligence, emotional self-efficacy and coping seem to be crucial, whereas the role played by intelligence is still controversial. In the present study, we explored the combined effects of these variables, aimed at disentangling their unique contribution to psychological well-being of 74 children (41 males, mean age: 9.03 years). We administered verbal and reasoning tests as intelligence measures and self-report questionnaires to assess trait emotional intelligence, regulatory emotional self-efficacy, coping styles, psychological well-being. Correlations revealed two independent clusters of variables: a first cluster including intelligence indexes and a second cluster including psychological well-being, trait emotional intelligence, regulatory emotional self-efficacy and adaptive coping styles. Hierarchical regression analyses showed that only trait emotional intelligence and positive restructuring coping style significantly contributed to psychological well-being. This study highlights that, unlike general intelligence, trait emotional intelligence was associated to psychological well-being, whereas coping styles play a negligible role in explaining this relationship. These findings are valuable in identifying the most relevant factors for children’s adjustment and in enhancing emotion-related aspects in interventions for psychological well-being promotion.

scholarly journals The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Tania Nurmalita ◽  
Nono Hery Yoenanto ◽  
Duta Nurdibyanandaru
Keyword(s):  
High School ◽  
Student Engagement ◽  
Peer Support ◽  
Self Efficacy ◽  
Well Being ◽  
Senior High School ◽  
School Level ◽  
Subjective Well Being ◽  
High School Level ◽  
The Impact

An initial survey showed that school students at the Sekolah Menengah Atas Negeri (SMAN; State Senior High School) level in the Sidoarjo Regency of East Java Province, Indonesia, suffered low levels of student engagement (SE).  This research examined the impact of subjective well-being, peer support, and self-efficacy on the student engagement of the students in the Class 10 of four SMAN in the Sidoarjo Regency. 328 students were involved in this research, filling in a survey related to the four variables of the study.  The results of regression testing indicated that subjective well-being, peer support, and self-efficacy had significant influence on increases in student engagement (SE). The implication of this research was that the efforts by the school, parents, and other parties was related to attention being given, outside of improvement in the quality of the academic atmosphere. Psychological well-being, peer support, as well as increases in self-efficacy, may assist students to become actively involved in the learning process.   Survey awal menunjukkan siswa di tingkat Sekolah Menengah Atas (SMA) Kabupaten Sidoarjo memiliki student engagement (SE) yang rendah. Penelitian ini mengkaji dampak dari subjective well-being, peer support, dan efikasi diri terhadap student engagement (SE) pada siswa kelas X yang berasal dari empat Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Sidoarjo. 328 siswa terlibat dalam penelitian ini dengan mengisi survei terkait empat variabel studi. Hasil uji regresi menunjukkan bahwa subjective well-being, peer support, dan efikasi diri memberikan pengaruh signifikan terhadap peningkatan student engagement (SE). Implikasi penelitian ini adalah adanya upaya sekolah, orangtua, dan pihak lain terkait untuk memberikan perhatian di luar peningkatan kualitas atmosfir akademik. Kesejahteraan psikologik, dukungan sosial teman sebaya, maupun peningkatan efikasi diri dapat membantu siswa lebih terlibat aktif dalam proses pembelajaran.

scholarly journals Pengaruh Sibling Relationship Terhadap Kesejahteraan Psikologis Peserta Didik SMA Negeri dJakarta Barat

2020 ◽  
Vol 9 (2) ◽  
pp. 166-178
Author(s):  
Nur Hasanah
Keyword(s):  
High School ◽  
High School Students ◽  
Pearson Correlation ◽  
Well Being ◽  
Senior High School ◽  
Sibling Relationship ◽  
Relative Power ◽  
School Students ◽  
Psychological Well Being ◽  
Senior High School Students

Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh pada dimensi sibling relationship (warmth, relative power, conflict dan rivalry) terhadap kesejahteraan psikologis peserta didik SMA Negeri di Jakarta Barat. Pendekatan yang digunakan dalam penelitian ini ialah pendekatan kuantitatif dengan jenis korelasional. Sampel yaitu 356 peserta didik SMA Negeri di Jakarta Barat (132 laki-laki dan 224 perempuan), usia 15-17 tahun, memiliki saudara kandung. Penentuan sampel menggunakan teknik multistage random sampling. Pengumpulan data menggunakan angket adaptasi, Sibling Relatonship Questionnaire (SRQ) yang disusun oleh Furman dan Buhrmester (1990) sebanyak 48 item dan Scale of Psychological Well-Being (SPWB) milik Ryff (1989) sebanyak 84 item. Uji validitas menggunakan expert judgement dan uji coba instrumen dengan rumus Person’s Product Moment. Uji reliabilitas menggunakan rumus Alpha Cronbach dengan SPSS v.25, diperoleh koefisien reliabilitas SRQ sebesar 0,916 dan SPWB sebesar 0,669. Teknik analisis data menggunakan Pearson’s Product Moment dan hipotesisnya diuji dengan One-Way ANOVA menggunakan program SPSS v.25. Hasil penelitian menunjukkan bahwa dimensi warmth berpengaruh secara positif terhadap kesejahteraan psikologis peserta didik (0,178 > 0,05), dimensi relative power berpengaruh secara positif terhadap kesejahteraan psikologis peserta didik (0,109 > 0,05), dimensi conflict berpengaruh secara negatif terhadap kesejahteraan psikologis peserta didik (-0,105 > 0,05) dan dimensi rivalry memiliki pengaruh negatif terhadap kesejahteraan psikologis peserta didik (-0,114 > 0,05). Hasil uji hipotesis ANOVA menunjukkan bahwa Fhitung > Ftabel atau 4,786 > 2,39, dengan demikian sibling relationship secara keseluruhan memiliki pengaruh yang berbeda terhadap kesejahteraan psikologis peserta didik SMA Negeri di Jakarta Barat. Namun, berdasarkan hasil Pearson Correlation dibandingkan dengan tabel koefisien korelasi, didapati bahwa pengaruh yang terjadi dari masing-masing dimensi pada sibling relationship terhadap kesejahteraan psikologis peserta didik sangat rendah. Uji Tukey HSD juga menunjukkan bahwa hanya dimensi rivalry yang memiliki pengaruh berbeda dengan ketiga dimensi lainnya (warmth, relative power, conflict) terhadap kesejahteraan psikologis peserta didik SMA Negeri di Jakarta Barat.   This study aims to determine the difference in affect of dimensions of sibling relationship (warmth, relative power, conflict and rivalry) on psychological well-being in senior high school students at West Jakarta. Suggestions used in this research are quantitative with correlational type. The samples were 356 high school students at West Jakarta (132 males and 224 females), age 15-17, has sibling. Determination of the sample multistage random sampling technique. Data collected by forms of an questionnaire which adapted, that is Sibling Relationship Questionnaire (SRQ) organized by Furman and Buhrmester (1990) amount 48 items, and Scale of Psychological Well-Being (SPWB) by Ryff (1989) amount 84 items. Validity test uses expert judgement and instrument testing with the Pearson’s Product Moment. Realibility test using the Cronbach Alpha with SPSS v.25 obtained the reliability coefficient SRQ is 0,916 and SPWB is 0.669. Data analyzed using Pearson’s Product Moment and the hypothesis was tested by One-Way ANOVA with SPSS v.25. The results showed that warmth dimension had a positive effect on psychological well-being of students (0,178 > 0,05), relative power dimension had a positive effect on psychological well-being of students (0,109 > 0,05), conflict dimension had a negative effect on psychological well-being of students (- 0,105 > 0,05), and rivalry dimension had a negative effect on psychological well-being of students (-0,114 > 0,05). Hypothesis test by ANOVA results that Fcount > Ftable or 4,786 > 2,39, means sibling relationship has a different effect on psychological well-being in senior high school students at West Jakarta. However, based on the results of Pearson Correlation compared to the correlational coefficient table, was found that the effect of each diomension of sibling relationship on psychological well-being of students was very low. Tukey HSD test also shows that only rivalry dimension has a different effect from the other three dimensions (warmth, relative power, conflict) on psychlogicall well-being in senior high school students at West Jakarta.

scholarly journals Emotion, Psychological Well-Being and Their Influence on Resilience. A Study with Semi-Professional Athletes

2019 ◽  
Vol 16 (21) ◽  
pp. 4192 ◽  
Author(s):  
Rubén Trigueros ◽  
José M. Aguilar-Parra ◽  
Joaquín F. Álvarez ◽  
Jerónimo J. González-Bernal ◽  
Remedios López-Liria
Keyword(s):  
Emotional Intelligence ◽  
Perceived Control ◽  
Autonomy Support ◽  
Well Being ◽  
Self Esteem ◽  
Structural Equations ◽  
Professional Athletes ◽  
Social Aspects ◽  
Psychological Well Being ◽  
Structural Equations Model

The objective of the present study is to analyze the influence of coaches on emotional intelligence and on levels of anxiety, motivation, self-esteem, and resilience among athletes. Five-hundred forty-seven semi-professional athletes between the ages of 16 and 19 participated in this study. Various statistical analyses were conducted which explain the causal relationships between the variables. The results, obtained using a structural equations model, find that while autonomy support positively predicts emotional intelligence, perceived control predicts it negatively. Moreover, emotional intelligence positively predicts self-esteem and self-determined motivation, but negatively predicts anxiety. Other results show that self-esteem positively predicts self-determined motivation, whereas anxiety predicts it negatively. Finally, self-determined motivation positively predicts resilience. Indeed, the study demonstrates the influence and the importance of coaches in relation to the emotional intelligence, psychological well-being, and motivational processes of adolescent athletes when the latter engage in their respective sports. These results help to better understand how different behavioral, emotional, and social aspects belonging to the athlete interrelate with one another during competition.

scholarly journals Using Facebook for Improving the Psychological Well-Being of Individuals Experiencing Homelessness: Experimental and Longitudinal Study

2018 ◽  
Vol 5 (4) ◽  
pp. e59 ◽  
Author(s):  
Fran Calvo ◽  
Xavier Carbonell
Keyword(s):  
Social Skills ◽  
Longitudinal Study ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Satisfaction With Life ◽  
Well Being ◽  
Self Esteem ◽  
Psychological Well Being ◽  
Mixed Analysis ◽  
Office Software

Background Web-based social networks are a powerful communicative element and their use is increasingly widespread. Persons living in extreme social exclusion such as individuals experiencing homelessness can benefit from the positive elements of communication and relationship associated with social networking sites. Objective This study aimed to suggest the comparison of a Facebook training course and an office software course and their effect on psychological well-being in a group of individuals experiencing homelessness. Methods An experimental and longitudinal study was designed. Individuals experiencing homelessness were randomly assigned to either the Facebook group or the office software group, and their social skills, self-esteem, self-efficacy, and satisfaction with life were measured on 4 occasions: pretest, at the end of the training course, 1 month later, and 3 months later. A mixed analysis of variance of repeated measures (2×4) was performed. Results A total of 92 individuals experiencing homelessness participated in the study. The number of cases in which the 4 measurements were completed was 71 (35 in the intervention group and 36 in the control group). The mixed analysis of variance of repeated measures and the multiple regression analysis indicated a significant increase of the 4 analyzed parameters, with greater significance in the areas of social skills and self-esteem. The critical levels associated to the interaction Time×Program were significant in all variables and levels. Therefore, the scores in the 4 analyzed constructs were not equal according to the program carried out throughout the work. The effect size associated to the interaction Time×Program in the social skills scores was large (η2=0.32); in the self-esteem and self-efficacy scores, it was medium, (η2=0.13); and in the satisfaction with life scores, it was small (η2=0.09). The results of the adjustment of the different models of multiple linear regression indicate that the number of hours devoted weekly to the use of Facebook was a predictor of the increase in the scores of social skills (B=3.43, r2=.405) and self-esteem (B=.382). Age (B=.175) and self-efficacy (B=.09) were also variables, which with independence and in equal conditions, predicted self-esteem (r2=.29). Finally, self-esteem (B=.69) was also a predictor variable of the increase of satisfaction with life (r2=.195). Conclusions These findings suggest that Facebook could be a key element in homeless psychological well-being and socialization.

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