International Students’ Suggestions for What Universities Can Do to Better Support Their Mental Wellbeing

This article aims to expand understanding of how to support international students’ mental wellbeing in Australian higher education. It presents findings from a study which explored international students’ own suggestions for how universities could improve their wellbeing. Qualitative responses were analyzed from 601 international students at one large, metropolitan university in Australia. Findings emphasize the relationship between course experience and student wellbeing and suggest that universities could improve international students’ wellbeing by focusing on improving their learning experiences and fostering a sense of belonging.

SOSIALISASI IMPLEMENTASI PROGRAM PROFIL PELAJAR PANCASILA DI SMP SWASTA SULTAN AGUNG PEMATANGSIANTAR

This community service aims to improve and develop knowledge related to the Pancasila Student Profile program for educators and students. The Pancasila Student Profile Program is one of the Independent Learning programs launched by the Ministry of Education and Culture, which removes the National Examination and is replaced with a Minimum Competency Assessment (AKM) where one component of the AKM is a character survey which is a selected aspect of the six elements of the Pancasila Student Profile, namely faith. Moreover, pious to TYME and have a noble character, global diversity, cooperation, independence, critical and creative reasoning. The objectives of this socialization activity are: 1) Educators and students get to know the Pancasila Student Profile; 2) Educators are willing to implement the Pancasila Student Profile Program through habituation, coaching, and online learning; 3) Educators can implement the Pancasila Student Profile Program through habituation, coaching and online learning; 4) Educators prepare students to face AKM, especially character surveys; and 5) Achieved student Wellbeing

Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students’ background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research.

Resilience and Higher Education Support as Protective Factors for Student Academic Stress and Depression During Covid-19 in the Netherlands

Background: The corona pandemic has forced higher education (HE) institutes to transition to online learning, with subsequent implications for student wellbeing.Aims: This study explored influences on student wellbeing throughout the first wave of the corona crisis in the Netherlands by testing serial mediation models of the relationships between perceived academic stress, depression, resilience, and HE support.Methods: The Covid-19 International Student Wellbeing Study (C19 ISWS) was used, with a total sample of 2,480 higher education students studying at InHolland Universities of Applied Sciences in the Netherlands. Student subgroups were created, so that students with low and high perceived academic stress could be assessed, in addition to depressed and non-depressed students. Predictive model fit was tested using Macro PROCESS.Results: A significant serial mediation model for the total student sample was revealed, including protective mediating effects of resilience and HE support on the positive direct effect of perceived academic stress on depression. At subgroup level, significant (partial) predictive effects of resilience on depression scores were noted. A partial serial effect between resilience and HE support was found for students with low perceived stress levels, whereas a parallel partial mediation model was present among highly academically stressed students. Regarding non-depressed students, a full parallel mediation model was found, whereas the model for depressed students inadequately explained the data.Conclusions: Overall, resilience and HE support mediate the predictive effect of academic stress on depressive symptoms among students. In addition, substantial differences in model fit arise when inspecting the students on a subgroup level. These findings contribute to the gap in knowledge regarding student wellbeing during the Covid-19 pandemic in the Netherlands, in addition to providing novel insights on student subgroup dynamics. While Covid-19 restrictions continue to demand online learning, student wellbeing may be enhanced overall by targeting resilience and increasing awareness and availability of HE support services. The current study also highlights the need for differential approaches when examining wellbeing for specific student groups.

Examining the Idea of the ‘Vulnerable Student’ to Assess the Implications for Academic Freedom

This paper analyses the concept of vulnerability as it is applied to university students, and also staff, to assess the extent to which it has become a new norm that transforms the understanding of the individual—from being more robust, towards a more fragile sense of personhood. We examine the changing use of the term ‘vulnerable’ over time and with reference to the institutionalisation of the ‘vulnerable subject’. The paper relates this to the theoretical discussion about postmodernism and the ‘end of truth’ within academia, with the subsequent emergence of safe spaces as a mechanism for protecting the vulnerable student. Using snowball sampling, a pilot ethnographic study of academics who have experienced, or claim to have experienced, limits on their academic freedom is developed. One conclusion is that limits to academic freedom stem from within the academy itself. This conclusion is related to the growing understanding that student ‘wellbeing’ necessitates the regulation and ‘policing’ of knowledge and ideas that are deemed to be offensive to the vulnerable student.

Dominance of General versus Specific Aspects of Wellbeing on the Student Subjective Wellbeing Questionnaire

The Student Subjective Wellbeing Questionnaire (SSWQ) is a 16-item measure of school-specific subjective wellbeing. Previous studies have found evidence supporting the interpretation of scores as consisting of four domain-specific factors (i.e., joy of learning, academic efficacy, educational purpose, school connectedness) along with a domain-general factor (i.e., general student wellbeing). We extended previous work to scrutinize the SSWQ factor structure and score reliability by analyzing responses from a large sample (N = 1,020) of adolescents in grades 9-12. Using confirmatory factor analyses, we reevaluated the previously supported SSWQ structures and tested the tenability of alternate bifactor models. Additionally, we tested if scores derived from simple summing of SSWQ item ratings were practically equivalent to model-derived factor scores. Results provided partial support for the replication of data-model fit for SSWQ correlated-factors and higher-order models. Model convergence problems were noted when fitting all 16 items to a bifactor structure with the educational purpose items identified as the key source of misfit and dropped. The revised 12-item bifactor model showed strong fit and was retained as the new preferred SSWQ structure. Reliability indices for the general student wellbeing score were consistently strong yet reliability of subscale scores was significantly weaker. Correlation between the domain-general sum scores of the 12- and 16-item versions was very strong (r = .98), suggesting significant overlapping variance. The correlation between the 12-item sum score and model-based general factor score was also very strong (r = .97) but did not meet our threshold for practical equivalence. We recommend future researchers reevaluate the SSWQ item content and factor structure and use model-based factor scores for analyses when operating in a latent factor framework. Ultimately, we emphasize interpreting the SSWQ general score over the subscale scores to parse individual differences or make decisions regarding intervention allocation.

DIKLAT PENGUATAN KEPALA SEKOLAH KECAMATAN TULANGBAWANG GUNA TERWUJUDNYA STUDENT WELLBEING

<p><strong><em>Abstract.</em></strong> <em>Diklat Penguatan Kepala Sekolah aims to improve the competence of school principals in accordance with their duties and functions, and encourage school principals to create independent schools to improve student learning outcomes which lead to the realization of student wellbeing. Diklat Penguatan Kepala Sekolah is held for 71 hours of lessons @ 45 minutes, online via the website: https://sim.tendik.kemdikbud.go.id/penguatanks. Prior to the implementation of the training, participants took the LMS introduction stage by the LMS admin for 6 jp. Training is held for 23 days. The service team consists of three people, namely 1 teacher, 1 LMS admin, and 1 LMS operator. Participants will get a Certificate of Completion of Education and Training (STTPP) with the results according to the predicate, if: (1) have completed the entire series of School Principal Strengthening Training activities, (2) meet at least 95% attendance, and (3) complete all assignments and bill. The implementation of the training to strengthen school principals in Tulang Bawang Regency, Tulang Bawang District was in accordance with the plan. Participants participated in the entire series of training activities enthusiastically and completed all given assignments properly and on time. After carrying out all stages of training to strengthen school principals, the results of the assessment were obtained. Based on the results of the assessment, it was found that all training participants passed and were entitled to a Certificate of Completion of Education and Training (STTPP).</em></p><p><strong><em> </em></strong></p><p><strong>Abstrak.</strong> Diklat Penguatan Kepala Sekolah bertujuan untuk meningkatkan kompetensi kepala sekolah sesuai dengan tugas dan fungsinya, dan mendorong kepala sekolah untuk menciptakan sekolah merdeka demi tercapainya capaian belajar peserta didik yang bermuara pada terwujudnya students wellbeing. Diklat Penguatan Kepala Sekolah diselenggarakan selama 71 jam pelajaran @ 45 menit, secara daring melalui website: https://sim.tendik.kemdikbud.go.id/penguatanks. Sebelum pelaksanaan Diklat, peserta mengikuti tahap pengenalan LMS oleh admin LMS selama 6 jp. Diklat dilaksanakan selama 23 hari. Tim pengabdi terdiri dari tiga orang yaitu 1 pengajar, 1 admin LMS, dan 1 operator LMS. Peserta akan mendapatkan Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP) dengan hasil capaian sesuai predikat, jika: (1) telah menyelesaikan seluruh rangkaian kegiatan Diklat Penguatan Kepala Sekolah, (2) memenuhi kehadiran minimal 95%, dan (3) menyelesaikan seluruh tugas dan tagihan. Pelaksanaan diklat penguatan kepala sekolah di Kabupaten Tulang Bawang, Kecamatan Tulang Bawang telah sesuai dengan rencana. Peserta mengikuti seluruh rangkaian kegiatan diklat dengan antusias dan menyelesaikan seluruh tugas-tugas yang diberikan secara baik dan tepat waktu. Setelah melaksanakan seluruh tahapan diklat penguatan kepala sekolah, diperoleh hasil penilaian. Berdasarkan hasil penilaian, diperoleh bahwa seluruh peserta diklat dinyatakan lulus dan berhak memperoleh Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP).</p><br /><div id="gtx-trans" style="position: absolute; left: -46px; top: 502px;"> </div>

Meningkatkan Motivasi Guru Melalui Supervisi Secara Berkala dan Pemberian Penghargaan Guru Terbaik

SMP N 1 Pangandaran merupakan sekolah unggulan di Kabupaten Pangandaran dengan guru yang senior dan beberapa merupakan guru inti, guru tutor dan instruktur kabupaten kurikulum 2013. Namun hasil raport mutu tahun 2019 pada standar proses masih belum optimal. Tujuan dari penelitian adalah meningkatkan motivasi guru dalam proses pembelajaran, meningkatkan kompetensi calon kepala sekolah, meningkatkan prestasi peserta didik dan menciptakan student wellbeing. Penelitian ini dilakukan 2 siklus, dengan teknik yang dipakai teknik individual dengan model supervise tradisional, pada siklus pertama pendekatan tidak langsung dan pendekatan kolaboratif pada siklus 2. Metode observer tidak langsung pada siklus 1 dan observer langsung pada siklus 2. Setiap siklus ada perencanaan, pelaksanaan, refleksi, monev dan tindak lanjut. Melalui supervise secara berkala dan pemberian penghargaan guru terbaik pada siklus 1 menghasilkan 98% guru merasa termotivasi, rata-rata hasil nilai supervise proses pembelajaran 94,23, hasil monitoring keterlaksanaan kegiatan 98,8, evaluasi peningkatan calon kepala sekolah 95,4, evaluasi hasil kegiatan 98,5, evaluasi peningkatan prestasi peserta didik 83, pencapaian student wellbeing 81,6 dan pada siklus kedua menghasilkan 100% guru merasa termotivasi, rata-rata hasil nilai supervise proses pembelajaran 98,10, hasil monitoring keterlaksanaan kegiatan 99,7, evaluasi peningkatan calon kepala sekolah 98,75, evaluasi hasil kegiatan 99,17, evaluasi peningkatan prestasi peserta didik 84,6, pencapaian student wellbeing 86,1. Dari hasil penelitian terlihat menunjukan angka sangat baik dan naik sehingga disimpulkan Supervisi secara berkala dan pemberian penghargaan kepada guru terbaik dapat memotivasi guru dalam proses pembelajaran, meningkatnya prestasi peserta didik, pencapaian student wellbeing dan peningkatan kompetensi calon kepala sekolah.