The Covid-19 pandemic triggers the emergence of pressure, anxiety, fear and other psychological disorders that can disrupt the psychological well-being of the community. This study aims to determine the psychological well-being of the Boyolali society during the Covid-19 pandemic. The research sample is the society of Boyolali Regency aged 18 years and over. As many as 271 people obtained by quota sampling with inclusion criteria. Data collection was carried out using the Society Psychological Wellbeing instrument. The results of the validity test obtained 49 valid items and 7 dropped items. The reliability test of this instrument is 0.921, meaning that this instrument has high reliability and can be trusted. The data were then analyzed descriptively. The results showed that the society had a high level of welfare of 27%, a medium level of 72%, and a low level of 2%. The environmental mastery dimension in the medium category gets the lowest percentage of 46.5%. Conclusion: the psychological well-being of the society during the Covid-19 pandemic in this study was mostly at a moderate level, then high and low levels. People with high and moderate levels of psychological well-being need efforts to maintain the psychological well-being they already have.

Tujuan dari pengabdian masyarakat ini adalah meningkatkan self-regulated learning siswa.  Hasil studi pendahuluan menunjukkan 26 dari 59 sampel keseluruhan siswa kelas 12 SMA Negeri 1 Boyolali memiliki skor SRL sedang Pelatihan goal setting diyakini dapat meningkatkan SRL siswa. Pelatihan lewat zoom terbagi dalam lima sesi yaitu: My Inspiration, Kenali Diriku, Kuraih Targetku, Umpan Balikku, dan Komitmenku, yang disampaikan oleh tiga pelatih dan diikuti 21 siswa.  Self-regulated learning siswa diukur sebelum dan sesudah pelatihan. Hasil uji Wilcoxon Signed Ranks Test menggunakan SPSS menunjukkan kenaikan signifikan skor self-regulated learning dengan nilai Z -2.718 p 0,007. Perubahan dapat diketahui dari pernyataan siswa MS:” Saya akan lebih konsisten membagi waktu agar masuk universitas yang saya inginkan”. Pelatihan goal setting berhasil meningkatkan self-regulated learning siswa.