This research is a correlational quantitative method that is motivated by phenomena that seek to undiscipline in school environment. This study aims to determine whether there is a relationship between parents with discipline students in MTs Nurul Huda Sedati. Variables in this research is Parent attachment as independent variable (X) and Discipline as independent variable (Y). This research was conducted in MTs Nurul Huda Sedati covering class VII-IX with total sample of 221 students, taken using proporsionate stratified random sampling technique. Data collection in this research using psychological model that is Likert, that is IPPA scale (parent attachment) and disciplinary scale. Hypothesis in this research is there is positive relation between parent attachment with student discipline. Data analysis was done by statistical technique from Product Moment from Pearson using SPSS 18.0 for windows. The result of data analysis show open coefficient (rxy) = 0,285 with significance level 0.000 (less than 0,01) accepted hypothesis. The results showed there was a positive relationship between parents with discipline students in MTs Nurul Huda Sedati.

Student wellness is one of the keys to success in Higher Education. Community is a potential psychological resource in maintaining wellness within the students. Sense of community is related to the wellness of the students. This study aims to determine the relationship between wellness and sense of community in students of Muhammadiyah University of Sidoarjo (UMSIDA). A total of 66 students were included as respondents in this study obtained by using cluster sampling technique. The data were collected using Wellness Evaluation of Lifestyle inventory and Sense of Community Scale. The data analysis used is Pearson's correlational analysis. The result, there is a significant relationship between sense of community and wellness in UMSIDA students. That is, students with the SoC have more opportunities to achieve wellness better than other who doesn’t.

This research was conducted because of a phenomenon that shows low self-regulated learning by showing behaviors such as lack of enthusiasm in learning. The purpose of this study was to determine whether there was a relationship between peer social support and self-regulated learning in students at SMK Antarctica 2 Sidoarjo. The sampling technique in this research uses proportional stratified random sampling. The research technique is a correlational quantitative method. The research sample as many as 304 students obtained with a significance level of 5% of the total population of 2,470 students. The data collection method uses 2 psychological scales, namely the peer social support scale with a reliability of 0,901, and self-regulated learning scale with a reliability 0,901. The proposed hypothesis is that there is a significant positive relationship between peer social support and self-regulated learning. Analysis of the data with Correlation Product Moment Pearson. The result, r = 0.197, p = 0.000 (p < 0.05), which means the research hypothesis is accepted. The higher the peer social support, the higher the self-regulated learning. On the other hand, the lower the peer social support, the lower the self-regulated learning of the students of SMK Antartika 2 Sidoarjo. The contribution of peer social support to the occurrence of self-regulated learning is 14,6%.

<p>Density of boarding activities demanding students to do more intense routines. These routines can be a pressure for students that experienced mental fatigue of Burnout. Burnout can be affected by external factors or internals. Internals factors become very important because individual assessnebt against external factors depend on its internal factors. The method of this research is quantitative correlational by using the boarding school’s students as subjects. Determination of the subject use proporsionate stratified random sampling. The method of data collection is spread  the questioner wich contain Hardiness and Burnout scale based on aspects of each variables. This research analyze the relationship of Hardiness as internal factor with Burnout on boarding school’s students. This research use quantitative correlational method with a scale of Hardiness and Burnout that distribute on 97 boarding school’s students. The result of this research are calculated using the correlational product moment, then obtained a very  significant result with a value of correlational is – 0,714. Based on the result , the correlation between Hardiness and Bunrout has proven with a negative direction of hypothesis. Based on simple regression analysis on the results, obtained F of 92,664 with sig = 0.000 which sig &lt;0.05. The effective contribution of Hardiness against Burnout is 50.5%, the meaning there is still a 49.5% chance of Burnout is affected by other variables.<strong></strong></p>

Emotional abuse is prone to occur in romantic relationships that have existed for more than 6 months. Unlike physical abuse, emotional abuse is carried out by women more than men. Emotional regulation is identified as one of the internal factors that can influence someone to do emotional abuse or not in a relationship. Therefore, this study aims to see the relationship between emotional regulation and emotional abuse in dating female students in Bandung using quantitative methods. The population selected in this study has certain criteria including female students aged 18-24 years, currently or have been in a relationship, and dating for a minimum of 6 months. The sample used is 213 samples. The measuring instrument for emotion regulation uses the DERS scale with a reliability of 0.910. While the emotional abuse measurement tool uses an emotional abuse scale with a reliability of 0.865. The sampling technique used purposive sampling. The results of hypothesis testing show (r = -.267**; p= 0.000) it can be concluded that the hypothesis is accepted so that there is a negative relationship between emotional regulation and emotional abuse so that the higher the emotional regulation, the lower the emotional abuse and vice versa. The contribution of emotion regulation to emotional abuse is 4.7%.