Education is an effort that deliberately, regularly runs and plans to modify or develop behavior which the environment wish for (Wahyuningsih, 2004). There are several problem in education, which is some students have learning difficulties. Student with above average level of intelligence but low achieving at school is called by underachiever. Academic achievement is result of learning processes that shown from the changes on knowledge and comprehension, value, attitude, and skill (Winkle, 1997). According to Suryabrata, Shertzer, and Stone (in Winkle, 1997), there are some psychological factors that influence academic achievement. Psychological factors that were studied in this research are adaptive behavior and emotional intelligence.This research is quantitative study using double regression technique. Subjects of this research are 47 underachiever students (n boys = 24; n girls = 23) who their age are between 11 to 15 year old. The sampling method is random cluster sampling. The data collection method uses Adaptive Behavior Scale (rxx = 0.983), Emotional Intelligence Scale (rxx = 0.870), and study report in odd semester.From hypothesis test with double regression technique, it is found that the correlational coefficient is 0.857, the regression coefficient is 0.735, the significant coefficient of the regression is 0.000, and the significant coefficient of independent variables are both 0.000 and 0.043. It shows that there is significant causal correlation between adaptive behavior and emotional intelligence with academic achievement, the adaptive behavior and emotional intelligence influences academic achievement as 73.5%.Keywords: adaptive behavior, emotional intelligence, academic achievement, underachiever

This study aims to analyze the mediating role of risk perception on the effect of financial literacy to entrepreneurial orientation. From a total population of 32,026 MSMEs in Denpasar, 244 samples were taken through purposive sampling. Data were collected through the administration of Financial Literacy Instruments (rxx=0.639-0.891; r=0.974), Risk Perception Instruments (rxx=0.873-0.956; r=0.989), and Entrepreneurship Orientation Instruments (rxx=0.894-0.988; r=0.988). According to data analysis with Partial Least Square (PLS), it was found that financial literacy significantly affects entrepreneurial orientation; financial literacy significantly influences risk perception; risk perception significantly influences entrepreneurial orientation; and risk perception partially mediates the effect of financial literacy to entrepreneurial orientation in MSMEs in Denpasar. It was found that 49.8% of the variation in the entrepreneurial orientation variable is explained by financial literacy and risk perception variables, while the remaining 50.2% is contribution of other variables outside this research. Keyword: risk perception, financial literacy, entrepreneurship orientation, MSME

Restrictions on social activities during the Covid-19 pandemic have made students have more free time at home. To fill their free time, students become more diligent in seeking information digitally, one of which is about investment and stocks. Digital literacy and investment motivation make students have an interest in investing. The awareness of students as the younger generation to invest arises because they see that most people struggle not to have investment funds when they lose their jobs during the pandemic. This research aims to determine the effect of investment motivation and digital literacy on investment interest among university students. The samples were 380 students of the Faculty of Economics and Business, Universitas Mahasaraswati Denpasar, were obtained using the stratified random sampling method. Data were analyzed using Multiple Linear Regression Analysis. The result showed that investment motivation and digital literacy significantly affected investment interest (sig. 0.00; Adjusted R 2 = 0.475). According to the result, investment interest will be increased if students have higher investment motivation and digital literacy.

The aim of this study is to confirm and re-examine the effect of organizational culture and lecturer competence on lecturer performance with organizational commitment as a mediating variable. The population in this study were 61 lecturers. Samples were selected by purposive sampling and a total of 45 people were obtained. Research hypotheses were tested using path analysis with the SmartPLS version 3.2.9 application. The research results showed that organizational culture has a significant effect on organizational commitment and lecturer performance. Lecturer competence has a significant effect on organizational commitment but does not have a significant effect on lecturer performance. Likewise, organizational commitment has no significant effect on lecturer performance and organizational commitment has not been able to mediate organizational culture and lecturer competency on lecturer performance.