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Self-regulation is considered as one of the success key for students. Self-regulation process involves one's activities to produce thoughts, feelings, and actions, to plan and continuously to adapt in order to achieve the targeted goals. This study aims to describe the experiences of best students in self-regulating themselves, particularly in improving their achievement as a student as endorsed by the university. Two students who won the Best Students Competition held by a university had participated in this study. A qualitative phenomenological approach was used in this study. Data was collected using interview and subsequently were analyzed using the transcendental phenomenological method. The study focused on finding meaning and understanding the selfregulatory process of students in pursuing their academic achievement. The findings showed that self-regulation was defined as having an integrated thoughts, feelings, and actions, continuously, and targeted in pursuing the achievement. Self-regulation was a process in guiding self towards a holistic person, academically (to be a best student), socially (to be a good child as well as a good sister), and existentially (to be a useful person). Keywords: self-regulation, best student AbstrakRegulasi diri dipandang sebagai salah satu kunci keberhasilan mahasiswa. Proses regulasi diri melibatkan keaktifan seseorang dalam menghasilkan pikiran, perasaan dan tindakan, merencanakan serta terus-menerus mengadaptasikannya guna mencapai tujuan-tujuan. Penelitian ini bertujuan untuk memahami pengalaman regulasi diri dalam konteksnya, menyangkut motif, proses dan hal-hal apa saja yang mendukungnya, terutama untuk secara praktis mendukung upaya peningkatan prestasi mahasiswa yang dicanangkan di perguruan tinggi. Subjek penelitian ini adalah dua orang mahasiswa yang meraih gelar Mahasiswa Berprestasi lewat kompetisi tahunan Pemilihan Mahasiswa Berprestasi di tingkat universitas. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologis dan metode fenomenologi transendental untuk analisis data wawancara. Penelitian ini berfokus pada penemuan makna dan pemahaman proses regulasi diri Mahasiswa Berprestasi dalam usahanya mencapai prestasi. Diketahui bahwa regulasi diri bagi Mahasiswa Berprestasi adalah dimilikinya sejumlah pikiran, perasaan, dan tindakan yang berkesesuaian, berkesinambungan dan fokus pada tujuan berprestasi. Regulasi diri adalah proses membawa diri menuju pencapaian tujuan menjadi manusia yang utuh; secara akademik (menjadi mahasiswa berprestasi), sosial (menjadi anak yang berbakti dan kakak teladan) maupun eksistensial (menjadi manusia yang bermanfaat). Kata kunci: regulasi diri, mahasiswa berprestasi PENDAHULUANKeinginan bangsa Indonesia untuk keluar dari keterpurukan dan meraih kejayaan memberikan tanggung jawab besar terhadap dunia pendidikan tinggi untuk bisa mencetak sumberdaya manusia yang berkualitas. Perguruan tinggi bagaikan kawah candradimuka, tempat menggodok mahasiswa agar ia siap berkiprah di masyarakat dan mendukung pembang...

Most existing research assumes "phone use during face-to-face interactions" to be psychosocially detrimental. Drawing on the digital social multitasking framework, this study explored not only the negative but also positive implications of the behavior. A sample of 517 adolescents (M age = 14.83, S.D. = 1.93; 50% female) recruited through the Qualtrics panel completed an online survey. Results showed that adolescents' and their friend's digital social multitasking were both associated with (1) greater perceived efficiency, which, in turn, was associated with competence need satisfaction, and (2) greater perceived connection, which, in turn, was associated with better friendship quality, autonomy need satisfaction, and relatedness need satisfaction. Adolescents' own multitasking also had an indirect, negative relationship with friendship quality through perceived distraction, but friend's multitasking did not compromise friendship quality. The study provides a more balanced picture, showing that despite the potential harm of digital social multitasking, adolescents' phone use during face-to-face peer interactions also involves potential benefits for teens' psychosocial well-being.

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Phone use during face-to-face interactions has become increasingly common in adolescents’ social lives, but the mechanisms through which the behavior is associated with adolescents’ socioemotional wellbeing remain understudied. Drawing on the frameworks of digital social multitasking (DSMT) and digital stress, this study examined whether and how three types of digital stress (availability stress, connection overload, and fear of missing out) mediated the association between phone use in friendships and socioemotional wellbeing (depressive symptoms and friendship quality) among adolescents. A sample of 517 adolescents (Mage = 14.83, SD = 1.93) completed an online survey. Results showed that phone use during face-to-face interactions with a friend (i.e., DSMT) had an indirect relationship with greater depressive symptoms through all three types of digital stress. It also had an indirect relationship with better friendship quality via fear of missing out. The paths involving connection overload was moderated by the seriousness of the face-to-face interactions—in more serious interactions, DSMT had an indirect relationship with depressive symptoms, but not friendship quality; in less serious interactions, DSMT had an indirect relationship with friendship quality, but not depressive symptoms. Theoretical and practical implications are discussed.