Work Engagement is referred to as the motivation employees have in involving and being enthusiastic about their work. An engaged employee will positively involve and strive to contribute to the organization through higher productivity, efficiency, and vast innovation. A motivational condition such as Work Engagement stimulates employee's positive thought-action, which then elevates their Innovative Work Behavior. Many previous studies examined the relationship between Work Engagement and Innovative Work Behavior with inconsistent results. This study aims to evaluate several research results quantitatively through a meta-analysis test related to the magnitude of the correlation between Work Engagement and Innovative Work Behavior. This study involved 26 journals with 26 correlation coefficients. The statistical test shows that Work Engagement and Innovative Work Behavior have a medium effect size correlation (r = 0.46 with 95% CI between 0.423-0.506). The heterogeneity of I2 = 90.2%, thus using a random-effect model. There was no publication bias (Egger bias, p = 0.23). Work Engagement has a medium to large correlation effect size with Innovative Work Behavior. The research results indicate that Work Engagement is not a dominant factor; other factors form Innovative Work Behavior.

The rise of the case of middle school students who commit acts of self-injury creates new problems in education. The cause is a lack of resilience in self. When this condition is left constantly, it will have an impact on psychological problems. This study aims to understand the effectiveness of emotional intelligence training in enhancing students’ resilience in SMP X Surabaya. The method used in this experimental study is a single case experimental design. There were 19 female students have been doing self-injury such as slashing their hands. First, The Resilience Scale is used to assess students’ resilience and The Assessing Emotions Scale Mayor-Salovey is used for assessing emotional intelligence. Second, the result analyzed with Paired Sample T-test. Third, Linear Regression Analysis conducted to examine the effect the training on students’ resiliency. In the follow-up stage, the data analyzed using a Wilcoxon Signed Rank. The emotional intelligence training gave in 4 sessions within 2 days. Besides, in the follow-up stage, participants are interviewed. The result shows statistical significance of 0.009 (p < 0.05). It conveys there is a significant difference in students' resilience levels before and after the training. The significant results of the training lasted until the follow-up one week after the training. The existence of emotional intelligence makes the participants more persistent and resilient in dealing with daily problems so that the participants will not repeat their self-harming behavior.

Public speaking anxiety (PSA) is one of the most common forms of anxiety disorder, with about one in five individuals experiencing this level of anxiety. Students undergoing the learning process, especially before the final examination period, can experience this anxiety disorder. The factors mentioned can be related to the emergence of public speaking anxiety, namely self-efficacy, emotional regulation, and individual communication competence. Self-efficacy is an individual's belief in his ability to complete tasks. Emotional regulation is an individual's ability to regulate the emotions experienced, and communication competence is a skill that individuals have in terms of speaking. This study aims to develop insight into self-efficacy, emotional regulation, and communication competence with public speaking anxiety in final year students who complete their final project or thesis. With this research, it is expected that several approaches will be proposed that can help students develop soft-skills in complementing the skills to convey ideas in public.

Students are required to be able to speak publicly. The ability to speak in public will make it easier for students to convey ideas, or suggestions and become a value-added skill for them. Based on literature studies there are several factors that influence public speaking anxiety, including self-efficacy and audience. The study aims to systematically review the relationship between self-efficacy and audience response with public speaking anxiety. The study is expected to enrich previous studies to prevent and address the anxiety of public speaking. Literature searches based on the topic of public speaking anxiety were associated with self-efficacy and audience response, conducted in four electronic databases, Google Scholar, Garuda Portal, ScienceDirect, and SSCI. The search year was from 2009 to 2019; obtained 4,870 articles. Furthermore, selection is carried out using criteria, the time range of publication of articles up to 10 years, quantitative methods, and student subjects. The results obtained 12 quantitative articles that meet the criteria. There were 9 articles stating there was a significant negative correlation between self-efficacy and public speaking anxiety and 3 articles stating there was a significant negative correlation between audience response and public speaking anxiety. This study concluded that to overcome the anxiety of public speaking a person needs high self-efficacy, because the higher a person's selfefficacy, the lower the anxiety. As for the audience response factor, it can be concluded that if the audience response is friendly, pleasant and does not respond negatively, then a speaker will not experience the anxiety of speaking in public, and vice versa.