Academic cheating occurs in the educational institution around the world. In Indonesia, cheating occurs in every education level, started from elementary school, middle school,until high education institution. This research tried to find the effect of attitude; organizational, nonorganizational, and intrinsic religiosity; extracurricular activity; education level and gender; on academi ccheating at middle school and university students In Jakarta. The sample of this research was 310 junio rhigh school, 328 senior high school ,and 415 university students with total number of sample was 1053. The result of this research using multiple regression analysis showed that all independent variables significant on academic cheating with total variance given to the model was 41,30%, and another 53,30% was influenced by other factor outside this research. Analysis using each variable found that attitude and education level significant on academic cheating; whereas three dimensions of religiosity (organizational, nonorganizational, and intrinsic), extracurricular activity, and gender was not significant on academiccheating.

This study aimed to seek the effect of variable perfectionism, achievement goal orientation, and sex difference toward academic procrastination. The subjects in this research are 220 UIN Syarif Hidayatullah Jakarta's students which were taken by accidental sampling technique. The writer modified the scales which consist of Procrastination Academic Scale-Student (PASS), Multidimentional Perfectionism Scale (MPS), Achievement Goal Orientation Scale by Elliot & Mc.Gregor. CFA (Confirmatory Factor Analysis) was used to test the validity of instruments and multiple regression analysis was used as a technique to test the research hypothesis.The result of the research showed that there was an effect of socially prescribe perfectionism on academic procrastination among UIN Syarif Hidayatullah Jakarta students at 14.5%. The students who received higher level of perfectionism enforcement from surrounding society tend to conduct procrastination in academic assignments.

This research was conducted in order to know factors influencing moral disengangementamong adolescents. This research used quantitative approach with multiple regressionanalysis as tool of study. Number of samples was 270 students of SMAN 6 Jakarta with nonprobabilitysampling as technique. In this research tools of data collecting (Mechanisms ofMoral Disengangement Scale, The Measures of Life Attitudes Scale, Self-importance of MoralIdentity Scale, Interpersonal Reactivity Index (IRI) and The Multidimensional MultiattributionCausality Scale (MMCS) was modified. The research showed that sex, traitcynism, moral identity, emphaty and locus of control had significant influence toward moraldisengangement. Test of minor hypothesis was conducted and it showed that of fourindividual characteristic only locus of control influenced toward moral disengangementparticularly chance and context dimensions of external locus of control and effort dimension ofinternal locus of control, whereas trait cynism, internalization, emphatic concern scale,perspective taking and internal locus of control (ability) had no impact on moraldisengangement. The research also showed that male students have higher moraldisengangement than female students.

The Technology gives much anvantages for adolescent to interact with other people. But the other hand, that is asociated with cyberbullying. Cyberbullying behavior is a digital form of bullying, having similarities in terms of repetition, intentional harm, and an imbalance between bullier and victims, only cyberbullying is done using electronics. There are life satisfaction and social support that can reduce cyberbullying behavior. 255 students (male 39.2%, female 60.8%) of vocational high school in Bogor aged 15-19 years, that use handphone and active in social media, completed selfreport questionnaire. That are Cyberbullying Offending Scale (COS: [13]), Multidimensional Student Life Satisfaction Scale (MSLSS: [38]), and Interpersonal Social Evaluation List (ISEL: [40]). CFA analysis used to compute construct validity and multiple regression to test hipotesis. It was found that life satisfaction and social support had a significant influence on cyberbullying behavior (R-square=0.098). The samples studied were found that someone with low level in living environment satisfaction and appraisal support, and then high level in self satisfaction will not do cyberbullying.

This study aimed to investigate the effect of moral disengagement (professor and student), perceived opportunity, culture (collectivism-individualism), and religiosity (organizational religiosity, non-organizational religiosity, and intrinsic religiosity) on academic dishonesty in college student. The data was collected from 515 undergraduate students of the state college in Java, by nonprobability sampling technique. The data analysis used multivariate regression analysis. The result indicated that the model was saturated. Moral disengagement student predicted all of the dependent variables. Further, moral disengagement professor only significantly predicted cheating and facilitating academic dishonesty. Meanwhile perceived opportunity and collectivism predicted cheating, and non-organizational religiosity predicted fabrication. Future research is needed to determine the other factors which influence academic dishonesty and use other a regression model.