The purpose of this research is to know the role of learning motivation, self-efficacy and family support in self-regulated learning of the 11th grade of SMA N 2 Bantul's Students. There were as many as 248 students in the population of the 11th grade of SMA Negeri 2 Bantul and 72 of them were selected as samples using cluster random sampling technique. The data were collected by using learning motivation scale, self-efficacy, family support and self-regulated learning. The data analysis technique made use of multiple regression analysis and partial corelation technique. The regression analysis indicated positve correlation between learning moivation, self-efficacy and family support, and self-regulated learning with F value of 37.345, p = 0.000 (p < 0.05). There was positive impact of learning motivation to Self Regulated Learning with t = 2.767, p = 0.007 (p < 0.05). There was a positive role of Self Efficacy to Self-Regulated Learning with t = 3.532 and p = 0.001 (p < 0.05), a positive role of Family Support to Self-Regulated Learning with t = 2.267 and p = 0.027 (p < 0.05). This research can be used as a reference in the field of guidance and counseling, psychological counseling, or school psychology program within which it was mainly related to the increase in motivation, self-efficacy, social support families and self-regulated learning in learning activities of the students.Keywords: learning motivation, self-efficacy, social support family, self regulated learning Tujuan penelitian ini untuk mengetahui peran motivasi belajar, self-efficacy, dan dukungan sosial keluarga terhadap self-regulated learning pada siswa SMA Negeri 2 Bantul kelas XI. Populasi dalam penelitian ini siswa kelas XI SMA Negeri 2 Bantul sejumlah 248 orang dengan sampel 72 orang yang ditentukan melalui teknik cluster random sampling. Pengumpulan data menggunakan skala motivasi belajar, self-efficacy, dukungan sosial keluarga, dan self-regulated learning. Teknik analisis data yang digunakan adalah analisis regresi berganda dan teknik korelasi parsial. Hasil analisis regresi menunjukkan adanya peran yang positif antara motivasi belajar, self-efficacy, dan dukungan sosial keluarga terhadap self-regulated learning dengan F hitung sebesar 37,345, p = 0.000 (p < 0,05). Ada peran positif motivasi belajar terhadap dengan t = 2,767, p= 0,007 (self regulated learning p < 0.05). Ada peran positif self-efficacy terhadap self regulated learning dengan t = 3,532 dan p= 0,001(p < 0.05). Ada peran positif dukungan sosial keluarga terhadap self regulated learning dengan t = 2,267 dan p = 0,027 (p < 0,05). Penelitian ini dapat dijadikan tambahan referensi dalam bidang bimbingan dan konseling, psikologi konseling, atau psikologi sekolah terutama yang berhubungan dengan program peningkatan motivasi belajar, self efficacy, dukungan sosial keluarga, dan self regulated learning dalam proses belajar siswa.Kata kunci: motivasi belajar, self-efficacy, dukungan sosial keluarga, self regulated learning

The research goal is to investigate the influence of preceptorship clinical supervision using Bandura's social cognitive model toward clinical competence improvement of nursing diploma students. This research was quasi experiment using pre-posttest with control groups design. The subjects of this research were nursing diploma students who performed internship in RSJ Grhasia during 6-25 April 2015. Twenty four students which were divided into 2 groups, each of which consisted of 12 students as experimental and the rest played in control groups. Random sampling technique was used as sampling technique, the data was analyzed using independent sample T test. The results showed that preceptorship clinical supervision using Bandura's social cognitive model improved the students' clinical competence. The experiment groups' mean of the gain score was 112 (SD±2,958), while the control group's was 90,83 (SD±17,0,39). Thus, it can be concluded that preceptorship clinical supervision using Bandura's social cognitive model can improve student clinical competencies compare to conventional clinical supervision method. This research can be used as a reference in developing guidance services of students through preceptorship guidance to improve clinical competence of nursing diploma students.Keywords: preceptorship, social cognitive, clinical competencies Penelitian ini bertujuan untuk mengetahui pengaruh bimbingan perseptorship model kognitif sosial Bandura terhadap peningkatan kompetensi klinik pada mahasiswa prodi D-III Keperawatan. Desain penelitian menggunakan eksperimen kuasi melalui pre-posttest dengan control groups design. Subjek penelitian mahasiswa prodi D-III keperawatan yang praktik di RSJ Grhasia, diambil dengan random sampling sebanyak 24 orang terdiri dari 12 orang kelompok eksperimen dan 12 orang kelompok kontrol. Analisis data yang digunakan yaitu independent samples t test. Hasil penelitian menunjukan bahwa bimbingan preceptorship model kognitif sosial mempunyai pengaruh terhadap peningkatan kompetensi klinis mahasiswa. Rata-rata skor pretest kompetensi klinis mahasiswa pada kelompok eksperimen sebesar 50 dan rata-rata skor posttest sebesar 166. Rata-rata skor pretest kompetensi klinis mahasiswa pada kelompok kontrol sebesar 56 dan rata-rata skor posttest sebesar 118. Hasil penelitian ini dapat disimpulkan bimbingan preceptorship model kognitif sosial dapat meningkatkan kompetensi klinik pada mahasiswaprodi D-III Keperawatan yang praktik di RSJ Grhasia. Penelitian ini dapat dijadikan rujukan dalam mengembangkan strategi layanan bimbingann bagi mahasiswa melalui bimbingan preceptorship untuk meningkatkan kompetensi klinik mahasiswa prodi keperawatan.

Konsep diri merupakan hal penting yang akan menentukan bagaimana seseorang memandang dirinya sendiri. Memiliki konsep diri yang baik penting dimiliki oleh setiap siswa SMA. Penelitian ini bertujuan untuk mengetahui gambaran konsep diri pada siswa SMA X di Yogyakarta. Penelitian ini menggunakan metode kuantitatif dengan pendekatan analisis deskriptif. Sampel pada penelitian ini terdiri dari 40 subjek yang terdiri dari 20 siswa laki-laki dan 20 siswa perempuan yang kemudian pengumpulan data dilakukan dengan pengisian skala konsep diri model likert. Sampel dipilih menggunakan teknik cluster sampling. Hasil penelitian menunjukan bahwa mayoritas konsep diri pada siswa SMA X Yogyakarta berada pada kategori tinggi sebanyak 62,5% dimana terdapat perbedaan yang signifikan antara konsep diri laki-laki dengan perempuan. Konsep diri laki-laki lebih tinggi daripada perempuan. Sedangkan ditinjau melalui aspek fisiologis, psikologis, psiko-sosial, dan psiko-spiritual tidak terdapat perbedaan yang signifikan antara laki-laki dengan perempuan.

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.

Anxiety, anger, sadness, and other negative emotions are the harmful effect of bullying, especially in today's digital era. Many cases of bullying happen through social media, often associated with cyberbullying. Therefore, cyberbullying is increasingly common and requires control as early as possible. This study aims to identify the role of students’ emotion regulation and empathy in cyberbullying behavior. The participants are 64 university students who tend to commit cyberbullying, chosen with the cluster random sampling technique. Three measurement tools, cyberbullying scale, emotion regulation scale, and empathy scale, were used in this study. Data were then analyzed with multiple linear regression analysis. Our finding reveals that emotion regulation significantly predicts cyberbullying, but empathy is not predicting cyberbullying. Emotion regulation allows students to keep their composure, control their words and action according to prevailing customs and norms and avoid showing aggression to people. Emotion regulation can help students to break the chain of cyberbullying.