The COVID-19 pandemic has forced universities to conduct online learning, requiring lecturers to create innovative e-learning methods and students to be ready to adapt and show high interest in learning. This study aimed to examine the effect of an integrative e-learning method on students’ readiness and interest in learning at Universitas Diponegoro, Indonesia. This research was experimental, designed with one group pretest and posttest, and no control group. As many as 190 students participated, selected using clustered random sampling. Two measurement scales were used: the readiness for change scale and the interest in learning scale. The statistical analysis technique used was a paired sample t-test. The results of paired sample t-test analysis on readiness for change (p = 0.000; p < 0.05) and interest in learning (p = 0.000; p < 0.05) showed significant differences between the pretest and posttest data. The findings indicated that students who participate in integrative e-learning show significant change in the level of readiness and interest in learning.

Forgiveness, hope, and satisfaction with life are areas of study in positive psychology, as well as the determinants of mental health in adolescents with family distress experiences. This study aims to investigate the relation of perceived family distress to forgiveness, hope, and satisfaction with life among Indonesian adolescents. Participants were 909 Indonesian students at a vocational high school (MAge=15.93; SDAge=.909; male=60.3%; female=39.7%). Perceived family distress was measured with the Brief Family Distress Scale and mental health conditions were examined using the Forgiveness Scale, the State Hope Scale, and the Satisfaction with Life Scale. Data were analyzed using Spearman's rho correlation. The results showed that perceived family distress was negatively and significantly related to forgiveness, hope, and satisfaction with life. The three dimensions of forgiveness (self, others, and situations) and agency subscale of hope were negatively predicted by the perceived family distress, but not on the pathway's subscale of hope. While perceived family distress had a weaker relationship with selfforgiveness in male teenagers, perceived family distress in female teenagers was not significantly related to the forgiveness of others. Hope and its agency subscale in male teenagers were not significantly related to perceived family distress, but those correlations in female teenagers showed significant relationships. Both male and female teenagers showed no significant relationship between perceived family distress and the pathways subscale of hope. Forgiveness, hope, and satisfaction with life when analyzed in pairs had a positive and significant relationship. Compared to male teenagers, forgiveness in female teenagers played a greater role in increasing hope and satisfaction with life.

COVID-19 affects the learning system at university. This study aims to determine the relationship between resilience and readiness for changes in students’ interest to learn in the Faculty of Psychology, Universitas Diponegoro, Indonesia, under the implementation of an e-learning system during the COVID-19 pandemic. The subjects in this study were 190 Students (M = 37, F = 153). The sampling technique used was cluster random sampling. The instruments used were the CD-RISC (16 items; α = .886), readiness for change questionnare (28 items; α = .919), and interest in leaning questionnare (14 items; α = .882). The multiple regression analysis show that there was a positive and significant correlation between resilience and interest in learning (r = .555; p .001), and a positive and significant correlation between readiness for change and interest in learning (r = .580; p .001). Furthermore, resilience and readiness for change together can predict students’ interest in learning during e-learning implementation (r = .675, p .001), R2 = .456, F = 78,294; p .001). Resilience and readiness for change effectively contributed 45.6% to predicting students’ interest in learning. These results suggest that students have resilience and readiness for change so that their interest in learning remains high despite having to face uncertain situation.

COVID-19 has brought a massive psychological impact on individuals' life. The current study sets a significant purpose to test the model whether post-traumatic stress and coping strategies affect stress-related growth regarding the COVID-19 event. One hundred and ninety-nine participants have participated in an online survey in the period of lockdown. The proposed hypotheses model is further tested using PLS-SEM. The first model explains a significant moderate, 46% amount of variance for stress-related growth. With gender as moderator, the second model explains a significant 29% amount of variance for stress-related growth, which is also moderate. This study shows that active coping strategies and positive affirmation significantly influence individual stress-related growth. The trauma event (COVID-19) does not significantly affect growth. Women experience trauma compared to men, besides active coping with the COVID-19 situation is higher in men than women. Using the Bio-centric perspective, having a positive connection through acceptance and awareness of the situation, self-care, and affective interaction with others would develop growth regarding traumatic situations. Further, interventions about coping skills and positive affirmations are essential to give, especially to vulnerable groups such as women.

Career maturity is defined as the ability to complete career development stage. Career maturity requires appropriate intervention, one of which is Appreciative Inquiry. Appreciative inquiry is a intervention that aims to explore positive individual experiences for work readiness. This study aims to determine the effect of Appreciative Inquiry training on student career maturity. The subject of the research was 54 students of the 2017 class year at the Faculty of Psychology Undip, divided into two group (experiment and control) by random assignment. Measurement data using career maturity scale and analyzed by Mann U Whitney test. The results on the posttest data between the experimental and the control group showed a significant difference (Z= -2,385; p=0,017; p<0,05). The experimental group had a higher result (M=176.19;SD=16.52) than the control group (M=167.15;SD=5,383). This explains that the Appreciative Inquiry training can be used to improve career maturity in students.