Online learning process in COVID-19 pandemic can decline the quality of subjective well-being of students. The constraints faced by the students in doing the online learning can make them more frequently feel negative emotions such as being anxious, stressful, confused or bored. The aim of this study is to test the online learning readiness and academic resilience on the subjective well-being among students. A number of previous researches showed that the students ready to have online learning and having a good academic resilience could increase their subjective wellbeing. This study involved 200 students of Junior High School 'X' Lampung having online learning. It used three instruments: (a) scale of positive and negative experience (SPANE) (Diener, Wirtz, Tov, Kim-Prieto, Choi, Oishi, & Biswas-Diener, 2009), (b) academic resilience scale (Martin & Marsh, 2006), and (c) scale of student's e-learning readiness questionnaire (Aydin & Tasci, 2005). The test of hypothesis used the Doubled Regression Analysis Technique (SPSS 20). The results of this study showed that the online learning readiness and academic resilience simultaneously were effective in determining the subjective well-being of students (R = 0.09, p < 0.01

The purpose of this research was to compare cross-culturally between belief in just world and life satisfaction among students in China and Indonesia. Subjects in this study were 194 students in China and 112 students in Indonesia who vary in religion, race, and study field. This research used three scales to collect the data, the Global Belief in Just World Scale, Personal Belief in Just World Scale, and the Satisfaction with Life Scale. The correlation test showed that for Indonesian subject, the strong correlation is between Personal Belief in Just World and Life Satisfaction (r = 0.330, p = 0.000). And for China subject, the strong correlation is between Personal Belief in Just World and Life Satisfaction (r = 0.412, p = 0.000). From the comparative test, Global Belief in Just World in Indonesia subjects were higher than in China subjects ( 2 = 0.066, p = 0.000). A more detailed explanation will be provided in this paper.