When the Dark Shines: The role of dark personality traits in leadership role occupancy and hiring decisions in a collectivistic culture

Two studies investigated the role of the Dark Triad traits (i.e., narcissism, psychopathy, and Machiavellianism), conscientiousness, and intelligence on leadership role occupancy and hiring decisions in Indonesian culture, which is a collectivist culture. Study 1 used Generalized Linear Model to examine two groups of participants with (i.e., school principals) and without (i.e., teachers) significant leadership responsibilities by controlling for participant grouping by school. The results indicated that, in comparison with teachers, school principals had significantly higher narcissism and conscientiousness and lower psychopathy and intelligence. In study 2, video recordings of simulated job interviews of 133 undergraduates were evaluated by 133 professional recruiters. Interviewee narcissism was the only significant positive predictor for hiring decision. Both studies provide consistent evidence that narcissism is a significant positive factor in both leadership role occupancy and hiring decision in a collectivist culture

The sociodemographic context of observed solitary and social smoking behaviours using a behavioural ecological approach

This study used a behavioural ecological approach by observing whether solitary and social smoking varied as a function of gender and stress. In sample 1 (N = 414), the result was consistent with the Tend-and-Befriend Hypothesis in that more female smokers were observed to engage in social smoking during high stress. When the number of smokers observed by stress condition was controlled for in sample 2 (N = 587), this effect was non-significant. Effect sizes were small for both samples. Discrepancies with previous research suggests that self-reported data might over-estimate the interaction of various psychosocial factors on smoking behaviours

Early Childhood Teacher Job Satisfaction in Terms of Technostress and Work-Family Conflict in Indonesia

Teachers have an important and primary role in the education system. The achievement of the teacher's role in education will have an impact on job satisfaction. This study aims to analyze the job satisfaction of Early Childhood Education teachers in terms of variables of technostress and work-family conflicts among teachers who are married. This study was designed with a correlational quantitative design. Data collection is done online with the assistance of Google forms-distributed throughout Indonesia. One hundred and fifty-seven teacher respondents who fit the criteria became the research sample. The data analysis technique uses hierarchical regression. The results of the analysis stated that there was a relationship between technostress and job satisfaction. The findings show that two of the five aspects of technostress that techno-overload and techno-insecurity have a negative correlation with job satisfaction, while techno-uncertainty has a positive correlation. In addition, two aspects of technostress namely techno-invasion and techno-complexity do not correlate with job satisfaction. next to the relationship between work-family conflict with job satisfaction. The findings show that one of the two aspects of work-family conflict is strain negatively correlated with job satisfaction while time and behavior do not correlate with job satisfaction. Based on the results of this study it can be concluded that early childhood teachers are more affected by their job satisfaction technostress/techno-overload compared to work-family conflict. Keywords: early childhood teacher, job satisfaction, technostress, work-family conflict References:  A Suh, JL (2017). Understanding teleworkers' technostress and its influence on job satisfaction. Internet Research, 27(1), 140–159. https://doi.org/10.1108/IntR-06-2015-0181 1. Dwi Putranti, A., & Achmad Kurniady, D. (2013). The Contribution of Kindergarten Principals' Transformational Leadership and Teacher Job Satisfaction to Organizational Citizenship Behavior (Ocb) of Kindergarten Teachers throughout Kudus Regency. Journal of Education Administration, 1, 1–11. Effiyanti, T., & Sagala, GH (2016). Technostress in Teachers: Confirmation of the Stressor and Its Antecedents. XIX National Symposium on Accounting, 1–18. Ernst Kossek, E., & Ozeki, C. (1998). Work–family conflict, policies, and the job–life satisfaction relationship: A review and directions for organizational behavior–human resources research. Journal of Applied Psychology, 2(83), 139–149. https://doi.org/https://doi.org/10.1037/0021-9010.83.2.139 Frone, M., Russell, M., & Cooper, C. (1992). Prevalence of work-family conflict: Are work and family boundaries asymmetrically permeable? Journal of Organizational Behavior, 13(7), 723-729. Ghufron, MN (2016). Early Childhood Teacher Job Satisfaction in Terms of Class Climate and Teaching Efficacy. Ghufron. NM,. 2016, 4(2), 254–270. Greenhaus, JH, & Beutell, NJ (1985). Sources of Conflict between Work and Family Roles. The Academy of Management Review, 10(1), 76. https://doi.org/https://doi.org/10.2307/258214 Gregson, T. (1987). Factor Analysis of a Multiple-choice Format For Job Satisfaction. Sage Journals, 61(3), 747–750. https://doi.org/https://doi.org/10.2466/pr0.1987.61.3.747 Hardiyanti, WE, & Alwi, NM (2022). Analysis of the Digital Literacy Capabilities of ECE Teachers during the COVID-19 Pandemic. Journal of Obsession : Journal of Early Childhood Education, 6(4), 3759–3770. https://doi.org/10.31004/obsession.v6i4.1657 Herzberg, F. (1965). Job attitudes in the Soviet Union. Personnel Psychology. Hong, X., Liu, Q., & Zhang, M. (2021). Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict. Frontiers in Psychology, 12(June). https://doi.org/10.3389/fpsyg.2021.691498 Jena, R. (2015). Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academicians. Computers in Human Behavior, 51. Jena, RK (2015). Impact of Technostress on Job Satisfaction: An Empirical Study among Indian Academicians. The International Technology Management Review, 5(3), 117. https://doi.org/10.2991/itmr.2015.5.3.1 Jiang, Y., Li, P., Wang, J., & Li, H. (2019). Relationships Between Kindergarten Teachers' Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model. Journal of Research in Childhood Education, 33(2), 257–270. https://doi.org/10.1080/02568543.2019.1577773 Kahn, RL, Wolfe, DM, Quinn, R., Snoek, JD, & R., & A, R. (1964). Organizational stress. New York: Wiley. Kim, S., & Lee, J. (2021). The mediating effects of ego resilience on the relationship between professionalism perception and technostress of early childhood teachers. International Journal of Learning, Teaching and Educational Research, 20(4), 245–264. https://doi.org/10.26803/IJLTER.20.4.13 Kreitner, R. and AK (200 CE). Organizational behavior. Jakarta: Salemba Empat. Kumar, K & Bhatia, L. (2011). Teachers and their Attitude Towards Teaching. Asia Pacific Journal of Research in Business Management, 2(9). Laksmi, NAP, & Hadi, C. (2012). The relationship between Dual Role Conflict (Work Family Conflict) and Job Satisfaction in Production Employees at PT.X. Journal of Industrial and Organizational Psychology, 1(02), 66–72. Lazarus, RS & Folkman, S. (1984). Stress, appraisal, and coping. New York : McGraw-Hill, Inc. Liu, XS, & Ramsey, J. (2008). Teachers' job satisfaction: Analyzes of the Teacher Follow-up Survey in the United States for 2000–2001. Teaching and Teacher Education, 24(5), 1173–1184. https://doi.org/10.1016/J.TATE.2006.11.010 Mukhlishon, G. (2016). The relationship between Technostress and Job Satisfaction and Organizational Commitment to Mojokerto Hospital Employees. Thesis, University of Surabaya. Netemeyer, RG, Boles, JS, McMurrian, R. (1996). Development and validation of work-family conflict and family-work conflict scales. Journal of Applied Psychology, 81, 400–410. https://doi.org/doi:10.1037/0021-9010.81.4.400 Nisak, IA (2020). The effect of technostress on job satisfaction with work-family conflict and work-family conflict as intervening variables in PDAM Kota…. http://etheses.uin-malang.ac.id/19081/ Noor, NM, & Zainuddin, M. (2011). Emotional labor and burnout among female teachers: Work-family conflict as mediator. Asian Journal of Social Psychology, 14(4), 283–293. https://doi.org/10.1111/j.1467-839X.2011.01349.x PC Smith, LM Kendall, and CLH (1969). The measurement of satisfaction in work and retirement. Rand McNally. Chicago. Park, HJ, & Cho, JS (2016). The influence of information security technostress on the job satisfaction of employees. Journal of Business and Retail Management Research, 11(1), 66–75. Pusdatin Kemendikbud Indonesia. (2021). Early Childhood Education Statistics (ECE) 2020/2021. Ministry of Education and Culture, 1. Raharjo, NP, & Winarko, B. (2021). Analysis of the Digital Literacy Level of the City of Surabaya's Millennial Generation in Overcoming the Spread of Hoaxes. Komunika Journal: Journal of Communication, Media and Informatics, 10(1), 33. https://doi.org/10.31504/komunika.v10i1.3795 Ramakrishna Ayyagari, VG and RP (2011). Technostress: Technological Antecedents and Implicat. Management Information Systems Research Center, University of Minnesota Stable, 35(4), 831–858. https://www.jstor.org/stable/41409963 Roesadi, NFA (2022). The Impact of Technostress on Job Satisfaction During the Covid-19 Pandemic (Study of Educators in Gunungkidul Regency) [Yogyakarta College of Economics]. http://repository.stieykpn.ac.id/id/eprint/2015 Setyawati, R., Ekadewi, D., & Hapsari, MI (2021). The Role of Digital Literacy for Early Childhood Education Teachers to Implement Online Learning Activities During the Covid 19 Pandemic the Role of Digital Literacy for Early Childhood Education Teachers to Implement Online Learning Activities During the Covid. 360–365. Sewell, G and Taskin, L. (2015). Out of sight, out of mind in a new world of work? Autonomy, control, and spatiotemporal scaling in telework,. Organization Studies, 36(11), 1507-1529. Shabir U, M. (2015). Teacher's Position as Educator. Auladun, 2(2), 221–232. Sunata, AAKSAIM (2014). (Study at Triatma Jaya Tourism Vocational School Badung, Tabanan and Buleleng). Journal of Management & Accounting STIE Triatma Mulya (, 20(2), 160–177. Susanto, R. (2020). The Contribution of the Fundamental Factors of Job Satisfaction: The Foundation for the Professional Development of Educators. Scientific Journal of Education and Learning, 4(1), 2. https://ejournal.undiksha.ac.id/index.php/JIPP/article/view/25665/15441 Tarafdar, M., Tu, Q., Ragu-Nathan, BS, & Ragu-Nathan, TS (2007). The Impact of Technostress on Role Stress and Productivity. Journal of Management Information Systems, 24(1), 301–328. https://doi.org/10.2753/MIS0742-1222240109 Tarafdar, M., Tu, Q., Ragu-Nathan, TS, & Ragu-Nathan, BS (2011). Crossing to the dark side: Examining creators, outcomes, and inhibitors of technostress. Communications of the ACM, 54(9), 113–120. https://doi.org/10.1145/1995376.1995403 Widati, MA (2016). Effect of Multiple Role Conflict and Job Stress on Job Satisfaction (Study on Female Teachers at SLB Sri Mujinab Pekanbaru). Thesis, Yogyakarta Muhammadiyah University. Worchek, S., & Shebilske, W. (1989). Psychology: Principles and Applications. 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The Impact of Father Involvement in the Early Childhood Problematic Behavior

Father's involvement is something that influences the child's problematic behavior. The purpose of this study is to investigate whether father involvement can influence children's problematic behavior. This study used the systematic literature review (SLR) method by referring to 10 valid articles published in the last 10 years with the publication years between 2013 - 2023. The finding of the literature shows that there is a significant impact of father involvement on the children's problematic behavior. The more the father is involved in the children's development, the lower the level of children's problematic behavior is. The image of a father as a mentor and motivator for early childhood can still be explored in depth. Because of the limitations of this study, this study suggests that future research can further discuss the impact of the father’s involvement in the children's problematic behavior in a specific cultural aspect by considering cross-cultural factors. This is intended to conclude the relationship between the father’s interactive situations with the impact of the father’s involvement in the children's problematic behavior. Keywords: child problematic behavior, father involvement, socio-economic status. References:Ahmed, M., Almher, H., & Abdal, B. B. (2021). Relationship between Perceived Behavioral Control, Attitude and Knowledge Sharing among Engineers in Oil and Gas Companies. IJIEM (Indonesian Journal of Industrial Engineering & Management), 2(2), 147–155. Araban, M., Montazeri, A., Stein, L. A. R., Stein, L. A. R., Stein, L. A. R., Karimy, M., & Mehrizi, A. A. H. (2020). Prevalence and factors associated with disruptive behavior among Iranian students during 2015: a cross-sectional study. Italian Journal of Pediatrics, 46(1), 1–7. https://doi.org/10.1186/s13052-020-00848-x Asri, D. N., & Suharni. (2021). Modifikasi Perilaku: Teori dan Penerapannya. Baker, C. E. (2017). 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Father involvement as a predictor of early childhood external behaviors in Indonesian

The prevailing patriarchal culture in Indonesia that posits a father only to act as a breadwinner is thought to be the reason for the lack of father involvement in parenting. Therefore, this study aims to analyze father involvement in problematic behavior in children aged 3-4 years by considering the variables of father's socioeconomic status (SES) and child's gender. This study employs a quantitative descriptive approach through a multiple regression model coupled with survey. The selection of respondents was determined through quota sampling technique by considering the ease of access to data collection. With or without control over the SES of fathers and the gender of children, the engagement indicator contributes an impact to the problematic behavior in chidren, while accessibility does not. The problematic behavior in children is lower with the control over SES of fathers and the gender of children compared to the condition without control over these two variables. Of the two variables, only the father’s age indicator affects the problematic behavior in children. The results of this study can encourage fathers to get actively involved in raising their children in a way that is appropriate to the current cultural context and situation

PENINGKATAN KOMPETENSI GURU DALAM MENGIDENTIFIKASI KEPRIBADIAN SISWA MADRASAH ALIYAH DI KABUPATEN TEGAL

Rendahnya tingkat kompetensi guru dalam mengindentifikasi kepribadian siswa berdampak pada rendahnya kemampuan siswa dalam memahami kepribadiannya. Hal ini juga secara langsung maupun tidak langsung berdampak pada beberapa hal salah satunya yaitu kemampuan siswa dalam melakukan perencanaan karir. Peningkatan kompetensi guru dalam mengindentifikasi kepribadian siswa perlu dilakukan untuk meningkatkan peran guru dalam memfasilitasi siswa untuk dapat melakukan perencanaan karir yang baik yang nantinya akan sangat bermanfaat bagi masa depan siswa. Pengabdian masayarakat berupa Peningkatan Kompetensi Guru dalam Mengidentifikasi Kepribadian Siswa dilakukan Madrasah Aliyah Ma’hadut Tholabah di Kabupaten Tegal. Tujuan dari kegiatan ini yaitu untuk meningkatkan kompetensi guru dalam mengindentifikasi kepribadian siswa sehingga siswa terfasilitasi untuk melakukan perencanaan karir, Metode yang digunakan dengan workshop. One group pretest-posttest design dengan satu kali pretest dan satu kali posttest digunakan untuk mengetahui apakah ada perbedaan skor kompetensi guru mengenai identifikasi kepribadian siswa untuk perencanaan karir. Berdasarkan hasil perhitungan Wilcoxon Signed Rank Test didapatkan hasil positive ranks pada 19 peserta dan ties pada 1 peserta dengan nilai z sebesar -3.660 dengan ¬p = 0.000

Employee engagement driving program: Efforts to optimize employee performance

A company that is undergoing a transition period often faces employee work behavior that does not support the achievement of company goals. In this service partner, employees show minimal work behavior, lack of innovation, lack of energy, and lack of initiative. These emerging behaviors illustrate disengagement behavior that affects company performance. This condition makes it difficult for companies to carry out existing business strategies. The company needs a way to increase employee engagement in the process of implementing company strategies that support the achievement of company goals/performance. To overcome these problems, the service team uses the "Employee Engagement Driving Program" as an effort to optimize employee performance. The purpose of this service is to help companies to be able to encourage their employees to have high engagement, so as to improve company performance. There are three methods in this program, namely, engagement training, group coaching, and individual counseling. This service is attended by supervisors who will encourage their team to be more engaged at work and in the company. The result of this program is the supervisor's ability to create goals and action plans to advance his team and correlate with the work behavior shown. Outputs in the service are articles in the mass media, video highlights, and scientific articles

Respon pertumbuhan dan hasil tanaman mentimun kyuri (Cucumis sativus L.) varietas Toska F1 terhadap aplikasi pupuk kandang ayam dan Fungi Mikoriza Arbuskula (FMA) pada tanah pasca galian c

Luas lahan panen metimun mengalami penurunan dari tahun ke tahun, terhitung dari tahun 2014 hingga 2019 menurun sebanyak 8,54% (3.723 ha). Program ekstensifikasi dengan memanfaatkan lahan marjinal seperti pasca pertambangan galian C menjadi salah satu solusi yang dapat dilakukan. Penelitian ini bertujuan untuk mengetahui respon pertumbuhan dan hasil mentimun kyuri varietas toska F1 terhadap aplikasi pupuk kandang ayam dan Fungi Mukoriza Arbuskula (FMA) pada media tanah pasca galian C. Penelitian dilaksanakan di Kp. Gandol Kelurahan Palasari Kecamatan Cibiru, Bandung sejak bulan Februari hingga bulan April 2020. Metode yang digunakan merupakan metode eksperimental Rancangan Acak Kelompok (RAK), dengan 2 perlakuan dan 3 kali ulangan. Perlakuan pertama pupuk kandang ayam terdiri dari 4 taraf perlakuan: a0 = 0 ton ha-1; a1 = 10 ton ha-1; a2 = 15 ton ha-1; dan a3 = 20 ton ha-1, perlakuan kedua FMA terdiri dari 4 taraf: f0 = 0 g tan-1; f1 = 5 g tan-1; f2 = 10 g tan-1; dan f3 = 15 g tan-1. Uji lanjut menggunakan metode Uji Jarak Berganda Duncan (UJBD) pada taraf 5%. Hasil penelitian menunjukan terdapat interaksi antara pupuk kandang ayam dan FMA pada tinggi tanaman 21 HST. Kombinasi perlakuan pupuk kandang ayam 20 ton ha-1 dan FMA 15 g tan-1 menunjukan respon pertumbuhan dan hasil paling baik dari tanaman mentimun kyuri varietas Toska F1 pada media tanah pasca galian

Ruminal profile of completed feed as influenced by myristic and tannins addition

The study aimed to determine the effect of adding tannin and myristic acid in complete feed on nutrient content and the Profile of volatile fatty acids (VFA) in vitro. The materials used for this research were corn straw, condensed tannins, myristic acid, coffee waste, rice bran, tapioca byproduct, soybean meal, copra meal, and palm kernel meal. The method was used in this experiment was laboratory experiment with four treatments and three replications. The treatment consisted of T1 complete feed (40% corn straw + 60% concentrate (be based DM)), T2 (complete feed + condensed tannins 3%/kg DM and myristic acid 2%/kg DM), T3 (complete feed + condensed tannins 3%/kg DM and myristic acid 3%/kg DM), and T4 (complete feed + condensed tannins 3%/kg DM and myristic acid 4%/kg DM). Every treatment was repeated three times and analysed statistically using Randomized Block Design (RBD). The adding of 4% myristic acid to the complete feed (T4) gives the best results, it increased nutrition and propionic acid, but decreased acetic acid, butyric acid, total VFA and C2/C3 ratio