In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.

Background: Autism spectrum disorder (ASD) is a developmental disorder with three main characteristics: communication disorders, social interaction disorders and repetitive behavior. The main problem faced when treating child patients with this disorder is the difficulty of establishing communication with the result that they are unable to understand instructions. One form of therapy frequently applied in cases of autism is that of applied behavior analysis (ABA). It is easier for children with ASD to absorb information visually. Purpose: The purpose of this study was  to evaluate the effectiveness of ABA-based behavior management using visual media in the form of picture cards for oral examination of children with ASD. Methods: The study design was observational descriptive in nature and the sample selection was based on purposive sampling. The study was conducted by observing changes in childrens’ behavior during treatment administered four times a month. The subjects were 13 children with ASD who met the study criteria and were receiving treatment for autism at Prananda special school in Bandung. The collated data related to changes in subjects’ behavior observed during four meetings assessed on the basis of score 1 confirming compliance with instructions and 0 indicating non-compliance. A Kruskal-Wallis statistical analisysis test was used to analyze the data. Results: The results showed a general increase in the former over the latter initial behavior during treatment. Statistical analysis showed that the coefficient of Kruskal-Wallis was meaningful in terms of statistical significance with a p-value of 26.947 (<0.05). The multiple comparison value for average ranks was 15.68 (SD 18.69). Conclusion: The conclusion of this study is that the application of a behavior management-based analytical methodology is effective in supporting the oral examination of children with ASD.

Objective:This study aimed to analyze the contribution of parental behavior in DF development in preschoolchildren and seek its correlation with the level of DF.Materials and Methods:This study was addressed to preschoolchildren (3–6 years) in Bandung area using qualitative method through interviews with children. Data analysis was done using Spearman's rank correlation to find the correlation of parental behavior and level of DF.Results:Results revealed eight acquisition themes based on the parental behavior; two themes related to negative information, three themes related to direct conditioning, and three themes related to vicarious learning. Statistical analysis showed a significant Spearman rank correlation rs 0.42% or 17.38% (P < 0.01).Conclusion:Parental behavior contributes to the development of DF in children at preschool ages through negative information, direct conditioning, and vicarious learning, as evidenced by the correlation of these parental behaviors with the level of DF in children.

Objective Parents’ behavior and belief can strongly impact preschool children. Parents play an important role in the formation of dental fear. The aim of the research is to analyze parental dental belief model as a source of dental fear among preschool children. Materials and Methods The research was undertaken at 15 kindergartens in Bandung City, Indonesia, which were chosen by means of multistage cluster random sampling. The participants of the research were parents and children aged 3 to 6. The research involved analysis of quantitative data to assess the relational model between parental dental belief and the formation of dental fear among children. While parental dental belief was measured using the Dental Belief Scale, children’s dental fear was measured using the Indonesian transadaptation of the Children’s Fear Survey Schedule-Dental Subscale based on parents’ report. The results were analyzed statistically by using structural equation modeling which is a combination of regression and factor analysis. Results The results indicate that the direct effect structural model of parental dental belief significantly fit the formation of dental fear among children in Bandung (t-value = 2.41). Conclusion The research concludes that parents’ perception and behavior—the latter contributing more—correlate with the formation of dental fear among preschool children.

Gross enrolment rate of the participation of Indonesian children in Early Childhood Education has been increasing significantly every year. Ideally, it should be followed by an increase in children's readiness for elementary school as its main goal. However, the readiness of new students in the first grade of elementary school is still considered low in some aspects. The objectives of this research are to: 1) explore the perception of children's readiness for elementary school, according to the paradigm of teachers and parents, and 2) describe the aspects and indicators that are considered important for children's readiness for elementary school. The methodology of this research used qualitative case study. Participants involved amounted to 83, consisted of 43 teachers and 40 parents. Data were collected through Focus Group Discussion in teacher and parent groups also observations during group discussion process. The results of the study conclude three issues related to the children's readiness for elementary school: 1) readiness of children for elementary school in Indonesia is perceived dominant in the academic domain, 2) there are 6 aspects, 20 sub-aspects and 83 indicators of children's readiness for elementary school which were formulated in this study. Additional aspects cover moral and religious values. This also becomes the 'state of the art' of this research which may not be found in the concept of elementary school readiness in other countries.