Religious Coping: Is It Effective to Reduce Parent's Stress During the Parenting of Special Needs Children?

The study aims at determining the impact of religious coping on the stress endured by parents of children with special needs. It was conducted using a quantitative approach. The subjects of the study were 122 parents of special needs children, selected using accidental sampling technique. For this study, the Indonesian rendition of Amer et. al's BARCS was used as an instrument to measure the religious coping, while Berry & Jones' Parental Stress Scale was adapted to determine the stress level during the parenting of the children. The data were processed using Variance Analysis and Pearson Correlation statistical technique. The result shows that: 1) the use of religious coping in parenting the children with special needs is on a moderate level, 2) the highest level of stress was noticed on parents of children with a learning disability, in comparison with other disabilities or special needs, 3) the religious coping affected contrastingly on the parents' stress; the higher the use of the coping, the lower the stress level endured by the parents while handling their special needs children, and vice versa

Executive Function snd Self-Regulation of Children in Conflict with The Law

This study aims to obtain an overview of the executive function and self-regulation of children in conflict with the law (ABH), namely children dealing with the law who have the status of perpetrators of crimes or criminal acts. This research is a quantitative research with a descriptive research design. The sample in this study were 120 children in conflict with the law (ABH) who were undergoing coaching at the Lembaga Pembinaan Khusus Anak (LPKA) Class 1 Tangerang, Banten and the Lembaga Pembinaan Khusus Anak (LPKA) Class 2 in Bandung, West Java. The instrument used in this research is an executive function questionnaire adapted from the Executive Skill Questionnaire and a self-regulation questionnaire adapted from the Short Self-Regulation Questionnaire (SSRQ). The results of this study indicate that as many as 4.2% ABH have very low executive function, 4.2% ABH have low executive function, 25% ABH have high executive function, and 66.7% ABH have very high executive function. Meanwhile, in the aspect of self-regulation, the results of this study indicate that 0.8% of ABH have very low self-regulation, 5% of ABH have low self-regulation, 44.2% of ABH have high self-regulation, and 50% of ABHs have very high self-regulation

Hubungan Dukungan Sosial Dan Hardiness Dengan Psychological Well-Being Pada Mahasiswa Rantau di Universitas Pendidikan Indonesia Bandung

<table> <tbody> <tr> <td> <p><em><span>Students from outside the region of where they are having their degree are a group of individuals who are vulnerable to experiencing low levels of psychological well-being. Previous research suggested the possibility that social support and hardiness could increase the psychological well-being of those students. Therefore, the purpose of this study was to examine whether or not there is a link between social support and hardiness and psychological well-being among students from Sumatera Island at the Indonesian University of Education, Bandung, West Java. The research method uses quantitative methods with correlation analysis techniques. Data was collected using the Six Dimensions of Psychological Wellbeing Scale and the Social Support Scale by both of which have been adapted to Indonesian by Fransisca (2018); and the Dispositional Resilience Scale developed by Hystad (2010). The results showed that from 100 sample that was obtained, there was a positive relationship between social support (r = 0.660, p <0.05). and hardiness (r = 0.758, p <0.05) with psychological well-being in students from Sumatera Island at the Indonesian University of Education. The results of this study show the importance of increasing social support and hardiness, in increasing the psychological well-being of overseas students as well.</span></em></p> </td> </tr> </tbody> </table&gt