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Teenagers experience rapid development and growth during high school. During this phase, adolescents experience many challenging changes, including changes in emotional and physical development. If these changes are not properly managed, they can lead to problems such as anxiety. One of the sources of teenage anxiety is their academic problems. "Academic anxiety" is what this form of anxiety is called. It can be a challenge for students to focus, learn, and feel confident. Interventions are needed to assist students in controlling their anxiety so that they can be successful in achieving their academic endeavours. The purpose of this study was to assess the effectiveness of the Rational Emotive Behavior Therapy (REBT) method in reducing high school students' academic anxiety levels. The participants in this study were 17-year-old high school students. The method used is a single case experimental design in which this single case refers to one individual within a certain scope. The results showed that REBT can reduce high school students' academic anxiety levels. Based on their experience of carrying out activities during the intervention, students are aware of irrasional thoughts that lead to behavior and feelings and replace them with rational thoughts by confronting these irrasional thoughts.Remaja mengalami perkembangan dan pertumbuhan yang pesat selama masa sekolah menengah atas. Pada fase ini remaja mengalami banyak perubahan yang menantang, termasuk perubahan perkembangan emosi dan fisik. Jika perubahan ini tidak dikelola dengan benar, maka dapat menimbulkan masalah seperti kecemasan. Sumber kecemasan remaja salah satunya ialah persoalan akademik mereka. "Kecemasan akademis" adalah sebutan yang diberikan untuk bentuk kecemasan ini. Hal ini dapat menjadi tantangan bagi siswa untuk fokus, belajar, dan merasa percaya diri. Intervensi diperlukan untuk membantu siswa dalam mengendalikan kecemasan mereka sehingga mereka dapat berhasil dalam mencapai usaha akademis. Tujuan dari penelitian ini adalah untuk menilai efektivitas Rational Emotive Behaviour Therapy (REBT) dalam menurunkan tingkat kecemasan akademis siswa sekolah menengah atas. Partisipan penelitian ini adalah siswa sekolah menengah atas yang berusia 17 tahun. Metode yang digunakan adalah single case experimental design yang dimana single case ini mengacu pada salah satu individu didalam suatu lingkup tertentu. Hasil penelitian menunjukkan bahwa REBT dapat menurunkan tingkat kecemasan akademis siswa SMA. Berdasarkan pengalaman mereka melakukan aktivitas selama intervensi, siswa menyadari pemikiran irasional yang mengarah pada perilaku dan perasaan dan menggantinya dengan pemikiran rasional dengan cara mengkonfrontasi pemikiran yang irasional tersebut.

Adanya pandemi Coronavirus-19 (COVID-19) di Indonesia berdampak pada penerapan kebijakan perkuliahan daring di perguruan tinggi. Penelitian ini bertujuan untuk mengetahui hubungan antara kemampuan self-regulated learning dengan flow experience mahasiswa yang melaksanakan perkuliahan daring selama masa pandemi. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode survei. Penelitian ini melibatkan 252 mahasiswa strata satu sebagai partisipan. Instrumen penelitian yang digunakan adalah skala Motivated Strategies for Learning Questionnaire (MSLQ) dengan skala Flow in education scale (EduFlow-2). Hasil penelitian menunjukkan terdapat hubungan yang signifikan antara kemampuan self-regulated learning dengan flow experience perkuliahan daring pada mahasiswa. Hal ini menunjukkan semakin tinggi kemampuan self-regulated learning yang dimiliki mahasiswa maka semakin tinggi juga mahasiswa mengalami flow experience selama melaksanakan aktivitas perkuliahan daring.

This study aimed to determine the validity and reliability of the adaptation of Positive Youth Development Sustainability Scale (PYDSS). Positive Youth Development is an approach in the form of caring, supportive attitude, and tends to see adolescents as a source that must be developed to reduce the occurrence of behavioral problems (Nystrom, et al., 2008). There are five aspects of PYD or called the 5 Cs Model of PYD consisting of character, competence, connection, caring, and confidence (Lerner, 2005). The five aspects encourage the emergence of the sixth aspect is contribution (Sieng, et al., 2018). The focus of this research lies in the development of measuring instruments through the adaptation of PYDSS as a means to see the validity and reliability of the items in the PYDSS measurement tools. This study involved 242 subjects with age categories 15-18 years. The research instrument was in the form of a questionnaire consisting of 29 statement items. Quantitative data analysis techniques used are validity tests based on content using Content Validity Ratio (CVR) and Content Validity Index (CVI), validity tests based on internal structure using confirmatory factor analysis (CFA), and reliability tests based on homogeneity/internal consistency through Cronbach's coefficient alpha and construct/composite reliability (CR). The results of data analysis showed that the value of CVR almost met the minimum parameters of 0.952 < 0.99 where the average (CVI)> 0.8; loading factor> 0.5 except for items CH2, CN4, and HC1, and the suitability of the model that is quite fit with a value of χ2 / df> 2; SRMR 0.8; TLI> 0.8; and p-value 0.9 and a CR value> 0.7. This shows that the adaptation of PYDSS measurement tools for high school adolescents in Surabaya fulfils good validity and reliability values.

This research aimed to find out differences in juvenile delinquency based on the frequency of internet usage on high school students in Surabaya, Indonesia. Internet usage was measured based on the average frequency of daily use of the internet. Juvenile delinquency is students’ tendency to violate regulations which can result in loss and damage both to oneself and others. This research used quantitative approach, involving 498 students from eight different schools in Surabaya, Indonesia. Data collection used internet usage and juvenile delinquency questionnaires. Descriptive statistical analysis and analysis of variance were conducted to analyze the data. The hypothesis testing resulted F coefficient of 3.125 with significance value of 0.026, implying that there were marked differences in juvenile delinquency based on the usage frequency of the internet of high school students in Surabaya Indonesia.

This study aims to provide description of psychological factors such as test anxiety, computer self-efficacy, and perceived ease of use in completing computer-based tests (CBT) on first-year students. Such study is important because for first year students from different regions, not all of them have experience of CBT and there are possibilities of various psychological aspects such as CBT anxiety, Computer Self-Efficacy, and perceived ease of use affecting them in completing CBT. The subjects are 203 first-year students of Faculty of Psychology Universitas Airlangga. Scales used in this research include an adaptation of Computer Self-Efficacy scale by Compeau, DR, and Higgins, CA (1995), Test Anxiety Inventory (TAI) by Taylor and Diane (2002), Perceived Ease of Use scale by Davis (1989). The results showed that the student’s test anxiety test during CBT are categorized as 16.74% low, 76.26% moderate and 7% high. Regarding computer self-efficacy, about 28.57% students had low efficacy, 59.60% with mediocre efficacy and 11.82% had high efficacy. In term of perceived ease of use of the CBT, 2.46% perceived low ease, 34,48% perceived moderate degree of ease, while 63,05% perceived high ease of use.

Along with the advancement of technology, the usage of Computer-Based Test (CBT) is increasing. However, many problems emerge due to this matter, such as equivalency issue which has been widely examined. Another emerging critical issue is its relation with individual differences aspect of test takers which affects their performance in completing Computer-Based Test (CBT). This article aimed at reviewong various research pertaining to the individual differences aspect affecting performance in the usage of CBT. The method used in this literature review was systematic review which, according to Galvan, consists of three main steps, namely searching, reviewing, and writing the result of literature review. The total number of literature reviewed was 21, where 20 of them were empirical research and another one was a review. The result showed that there were some individual difference factors which influence performance in CBT. Those factors were (1) Test Anxiety, (2) Computer Anxiety, (3) Computer Self-Efficacy, and (4) Testing Motivation. From those four individual difference aspects being reviewed, it can be inferred that all of them had impact on performance in CBT. Three aspects, namely test anxiety, computer anxiety, and testing motivation had direct effect on test performance. Meanwhile, computer self-efficacy indirectly affected test performance