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The transition of learning systems during pandemic is one of the factor causing the inability to fulfill psychological basic needs satisfaction that are oriented on the low level of student self-determination such as self-regulation, self-confidence and responsibility. The focus of study in this article to explain the role ofonline learning process towardstudents’ autonomy, competence and relatedness satisfaction based on the perspective of cognitive evaluation theory. This theory is used to find out how the online learning environment can facilitate and support students’ basic psychological needs satisfaction and the intrinsic motivation level influenced by exsternal, interpersonal and intrapersonal factors. The method in this article used narrative literature review. Through a literature review, researcher can determine what factors can build student self-determination in online learning process. The findings showed social context and teacher facilitating in online learning environment play important in encouraging and maintain students intrinsic motivation to fulfill the level of students’ autonomy, competence and relatedness satisfaction in doing online learning activity.

Academic stress is something that is often experienced by students, especially with the change in the online learning system which is felt to put more academic pressure on students. This study aims to examine the contribution of academic self-concept to student engagement in online learning mediated by academic stress. Respondents (N = 356) students in Indonesia University of Education batch 2016 to 2019 completed questionnaire of The Academic Self-concept Scale (? = 0,74), The Online Student Engagement Scale (? = 0,90), and The Perception of Academic Stress Scale (? = 0,80). The sampling technique used is incidental sampling. The analyses technique using linear regression and multiple regression then continued with causal steps to find out whether academic stress can be a mediator in the contribution of academic self-concept to student engagement in online learning. The results of this study indicate that academic stress is not function as a mediator in contribution of academic self-concept to student engagement, because one of the requirements is not fulfilled. However, academic stress can be a predictor of academic self-concept and student engagement variables.Keywords: Online learning; Academic Self-concept; Student Engagement; Academic Stress. AbstrakStres akademik merupakan suatu hal yang sering dialami oleh mahasiswa, terlebih dengan adanya perubahan sistem perkuliahan menjadi daring yang dirasa lebih memberikan tekanan akademik kepada mahasiswa. Penelitian ini bertujuan untuk melihat kontribusi konsep diri akademik terhadap keterlibatan mahasiswa dalam perkuliahan daring yang dimediasi oleh stres akademik. Responden (N = 356) mahasiswa Universitas Pendidikan Indonesia dari angkatan 2016-2019 mengisi kuesioner Konsep Diri Akademik (? = 0,74), Keterlibatan Mahasiswa dalam Perkuliahan Daring (? = 0,90), dan Stres Akademik (? = 0,80). Teknik sampling yang digunakan adalah teknik incidental sampling. Teknik analisis data yang digunakan yaitu regresi sederhana dan regresi berganda kemudian dilanjut dengan analisis jalur atau causal steps untuk mengetahui apakah stres akademik dapat menjadi mediator pada kontribusi konsep diri akademik terhadap keterlibatan mahasiswa dalam perkuliahan daring. Hasil penelitian ini menunjukkan bahwa stres akademik tidak berperan sebagai mediator pada kontribusi konsep diri akademik terhadap keterlibatan mahasiswa, karena salah satu syarat uji mediasi tidak terpenuhi. Namun, stres akademik dapat menjadi prediktor pada masing-masing variabel yaitu variabel konsep diri akademik dan variabel keterlibatan mahasiswa.   Kata kunci: Perkuliahan Daring; Konsep Diri Akademik; Keterlibatan Mahasiswa; Stres Akademik.

Well-being is a central issue in guidance and counseling services in Indonesia, done to support individuals in obtaining their well-being to be happy, and satisfied about life. This study aims at analyzing psychological well-being of pre-service teachers as a basis for developing their guidance and counseling services. A classical twin design was used to decompose behavioral variance characteristics of psychological wellbeing of 132 teachers as subjects randomly selected. Psychological well-being was measured using the 14-item Ryff Psychological Wellbeing Scale, which had been adapted to Indonesian to measure the aspects of autonomy, environmental mastery, personal growth, positive relationship with others, purpose in life, and self-acceptance. The results show that guidance and counseling services had to develop psychological wellbeing of the pre-service teachers, to help them remember life events in a more positive manner, which resulting in happier life. Conversely, preservice teachers with a low level of psychological well-being did not really care about their positive or negative experiences and more likely to ignore their life in the future. It revealed that psychological well-being was important in the development of guidance and counseling services to prepare pre-service teachers well-being in the future.

Fostering students’ dispositions may start with their interest to the topic then spread to another indicator such as persistence, contextual applications, etc. In many conditions, technology can attract students’ interest and turning complexity into a lot easier problem. Therefore, prospective teachers must first be equipped in the use of the latest technology. However, the use of technology in learning must be designed appropriately. Since excess use of technology may negate someone thinking process, even though thinking is every learning main porpose. This research aim to design the apropriate integration between the learning and technology to foster prospective teachers’ mathematical disposition. POM-QM represents technology embedded for the Science, Technology, Engineering, and Mathematics (STEM) learning process. In the conduct, this lesson study starts with planning the chapter design to integrate the technology into learning. Inside the learning implementations, several observers assigned for each group of students to record every activity. From both cycles reflection phase, the chapter design is able to foster students’ interests, contextual awareness, and their appreciation into the topic. Continuous treatment is needed until the dispositions occurs frequently.