The coronavirus disease-2019 (COVID-19) pandemic is a global health crisis that has generated fear and negative psychological consequences. The present study evaluated the validity and factor structure of Fear of COVID-19 Scale (FCV-19S) among a sample from the general Indonesian population. The English version of the FCV-19S was translated and back-translated into Indonesian language, followed by a pilot study. Using convenience sampling method, a total of 728 participants completed an online survey distributed on various social media platforms. The survey included the FCV-19S, personality traits (neuroticism and extraversion), Positive and Negative Affect Scale (PANAS), Generalized Anxiety Disorder Scale (GAD-7), and the nine-item Patient Health Questionnaire (PHQ-9). The Indonesian FCV-19S had very good internal consistency (Cronbach’s alpha and McDonald’s omega) and composite reliability (alpha = 0.88, omega = .86, composite reliability = .87). Maximum likelihood confirmatory factor analysis (CFA) was conducted to test construct validity (χ2/df = 2.51, CFI = .984, SRMR = .028, PCLOSE = .15 > .05, RMSEA = .06, 90% CI [.03, .09]). As for criterion-related validity, the FCV-19S score positively correlated with the score on PHQ-9, GAD-7, negative affect, and neuroticism and negatively correlated with extraversion. Negative affect was identified as the most important predictor of the fear of COVID-19. Personality traits also predicted the fear of COVID-19. The findings provide evidence that the FCV-19S is a reliable and valid instrument for assessing fear generated by COVID-19 among a healthy Indonesian-speaking population.

A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

No abstract

It is known that gifted high-school students tend to have difficulty in choosing career due to their wide-range interests and capabilities. In order to successfully making an appropriate career choice, having a high level of career decision making self-efficacy (CDMSE) is an important precondition. CDMSE is the belief in one’s ability to successfully complete the task necessary to make career-related decisions. Of several factors known to be affecting CDMSE, previous study has shown that career decision-making attribution (CDMA) could affect students CDMSE. However, the CDMA effect on CDMSE in gifted student is seemed to be related to personal trait of students, namely emotional intelligence (EI). Therefore, this study aims to examine the moderating role of EI on the impact of gifted high-school student CDMA on CDMSE. Subjects in this study were gifted high school students (N = 165; 52.12% males; M-age = 16.20 years old) in Jakarta. The measurement tools used are CDMSE Scale Short-Form, Assessment of Attribution for Career Decision Making, and Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) adapted into Indonesian language. The data were analyzed using simple regression analysis with Hayes PROCESS model. It was found that there is a direct effect of CDMA on CDMSE with (F (1,163) = 10.6661, p = .0033 < .001), in which CDMA serves as a predictor of CDMSE. We also found that EI can serve as a predictor of CDMSE (F (1,163) = 10.6661, p = .0007<.001. However, EI did not moderate the CDMA-CDMSE relation. Discussion, limitations, and suggestions for further research are listed.

Creativity is a competency that teachers need to have, especially in the learning process, to support the formation of creative thinking processes in children. Creative teaching needs to be applied especially in the learning of elementary school children because they are in a critical period in forming creative thinking processes. Teachers play a role in fostering and increasing creativity in children in elementary school. This study analyzes the correlation between teacher efficacy and teacher perceptions of creativity on creative teaching behavior during school learning. This study uses a quantitative approach. A sampling of data on 43 elementary school teachers from several cities in Indonesia was conducted using a simple random technique. The measuring tools used in this research are the Creativity Fostering Teacher Index (CFTI) and the Teaching for Creativity Scale (TFCS). The data obtained were tested quantitatively using simple linear regression analysis. The results showed that self-efficacy and teacher perceptions influence creativity and creative teaching behavior. Increased teacher efficacy has been proven to help teachers to form self-confidence in creative teaching. On the other hand, the teacher's perception of creativity will also affect teacher efficacy in applying creativity to the teaching and learning process.