This study is significant since it aims to uncover two elements influencing school well-being: self-determination and patience.   This study used quantitative methods with multiple linear regression analysis. The population in this study was students of classes X, XI, and XII at SMK Muhammadiyah 1 Yogyakarta, amounting to 672 students. The sampling technique employed in this study was cluster-random sampling with a sample of 178 students. The results showed the F-value of 27.182 with an absolute significance level (p-value) of 0.01, so it can be stated that the major hypothesis was accepted. The self-determination and patience variables simultaneously (together) could affect school well-being. The effect of self-determination on school well-being was 20%, while patience only contributed 3.67%. This research concludes that (1) there was a positive influence of self-determination and patience on the well-being of vocational school students, (2) there was a positive effect of partial self-determination on school well-being, meaning that partial self-determination could predict school well-being, and (3) there was no partial positive effect of patience on school well-being, indicating that partial patience could not predict school well-being.

Resiliensi penting dimiliki oleh mahasiswa untuk pencapaian dan pemenuhan tugas perkembangan tingkat dewasa muda. Penelitian ini bertujuan untuk menguji secara empiris variabel konsep diri sebagai variabel penentu resiliensi pada mahasiswa di Akademi Fisioterapi Yayasan Angga Binangun Yogyakarta dengan pendekatan kuantitatif menggunakan metode korelasional. Data dikumpulkan dari sampel sebanyak 118 orang mahasiswa yang terpilih melalui teknik cluster random sampling dengan menggunakan konsep diri (α = 0,952)dan skala resiliensi (α = 0,969). Analisis data dilakukan dengan teknik regresi linier sederhana. Hasil penelitian menunjukkan terdapat hubungan positif konsep diri terhadap resiliensi pada mahasiswa dengan nilai korelasi sebesar 0,706 dan nilai p mutlak (p < 0,001), maka konsep diri dapat menentukan resiliensi. Sumbangan efektif konsep diri terhadap resiliensi adalah sebesar 35,75%.

School well-being penting bagi siswa untuk proses pembelajaran dan perkembangan pribadi yang optimal. Penelitian ini bertujuan untuk menguji secara empiris bagaimana determinasi diri memprediksi school well-being pada siswa SMP di Kota Yogyakarta menggunakan teknik analisa regresi linier terhadap 123 partisipan yang terpilih berdasarkan cluster random sampling. Pengukuran dilakukan menggunakan 18 aitem skala determinasi diri (koefisien α Cronbach = 0,83) dan 30 aitem skala school well-being (koefisien α Cronbach = 0,95). Hasil analisa data menunjukkan nilai koefisien regresi (t) sebesar 2,062 dengan taraf signifikansi sebesar 0,041 (p < 0,05) yang berarti bahwa determinasi diri dapat memprediksi school well-being siswa SMP dengan sumbangan efektif sebesar 5,17%.

Coronavirus disease (2019) or what we usually call COVID-19 has had a significant impact on all sectors, including the education sector. The transition from traditional or face-to-face teaching to an online teaching system. Has given a lot of homework for teachers, they have to work hard to be able to adapt quickly to the changes. In addition, this online learning process places a heavy burden on teachers. This makes teachers stressed and affects teacher performance. This study aims to describe the problems faced by teachers seen from the teacher's self-efficacy during teaching using the online method. 40 teachers participated in this study, where they were asked to fill out a teacher self-efficacy scale (TSE) to measure their self-efficacy. The results showed that there was a significant decrease in the self-efficacy of senior teachers when teaching using the online method

School well-being is important for students for optimal learning processes and personal development. This study aims to empirically examine how self-determination predicts school well-being in junior high school students in Yogyakarta using a linear regression analysis technique of 123 participants selected based on random cluster sampling. Measurements were made using 18 items of self-determination scale (Cronbach's α = 0.83) and 30 items of school well-being scale (Cronbach's α = 0.95). The results showed a regression coefficient (t = 2.062) with a significance level p = 0.041 (p < 0.05), which means that self-determination can predict the school well-being of junior high school students with an effective contribution of 5.17 percent.