Adaptation and Validation of Cognitive Emotion Regulation Questionnaire (CERQ) in Indonesian Version

The aim of this research is to adapt and validate the Indonesian version of CERQ for adult samples. CERQ consists of nine emotional regulation strategies, with a total of 36 items. CFA (Confirmatory Factor Analysis) was used to analyse the data. The results of the study showed that based on the measurement model using CFA, CERQ totaling 36 items, through the item selection process, the remaining 17 items have high loading factor. Based on the results of the evaluation of the fit of model indicated by the parameters: chi square = 103.115 (p = 0.101), GFI = 0.895, AGFI = 0.814, CFI = 0.979, TLI = 0.967 and RMSEA = 0.044 explaining the existence of good goodness of fit. CERQ Indonesian version also has Composite Reliability (CR) in the range of 0.707-0.925 and AVE in the range of 0.786-0.927, also explaining and providing evidence of good convergent validity. The confirmed CERQ measurement model has a fit model according to empirical data. Thus, the Indonesian version of CERQ is accepted as a measure of emotion regulation, especially for young adult respondents (aged 20-40 years).Â

Adaptation and Validation of Cognitive Emotion Regulation Questionnaire (CERQ) in Indonesian Version

The aim of this research is to adapt and validate the Indonesian version of CERQ for adult samples. CERQ consists of nine emotional regulation strategies, with a total of 36 items. CFA (Confirmatory Factor Analysis) was used to analyse the data. The results of the study showed that based on the measurement model using CFA, CERQ totaling 36 items, through the item selection process, the remaining 17 items have high loading factor. Based on the results of the evaluation of the fit of model indicated by the parameters: chi square = 103.115 (p = 0.101), GFI = 0.895, AGFI = 0.814, CFI = 0.979, TLI = 0.967 and RMSEA = 0.044 explaining the existence of good goodness of fit. CERQ Indonesian version also has Composite Reliability (CR) in the range of 0.707-0.925 and AVE in the range of 0.786-0.927, also explaining and providing evidence of good convergent validity. The confirmed CERQ measurement model has a fit model according to empirical data. Thus, the Indonesian version of CERQ is accepted as a measure of emotion regulation, especially for young adult respondents (aged 20-40 years).

The Development and Validation: The Scale of Subjective Well-Being for Mother (SSWB-M)

Abstract The objectives of this study were to develop the Scale of Subjective Well-Being for Mother (SSWB-M), and to examine the psychometric properties of SSWB-M that have been developed. The results of this study show that The developed Scale of Subjective Well-Being for Mother (SSWB-M) consists of The Scale of Life Satisfaction in Family Domain (SLS-FD) and the Positive and Negative Affect Scale in Family Domain (PANAS-FD).The Scale of Life Satisfaction in Family Domain (SLS-FD) showing a match with chi-square = 147.190 (p = 0.118), GFI = 0.881, AGFI = 0.805, CFI = 0.984, TLI = 0.977, and RMSEA = 0.039 describes a good goodness of fit. Overall reliability has a high value of Alpha Cronbach coefficient, which is 0.892, and composite reliability of 0.984. Positive - Negative Affect Scale in Family Domain (PANAS-FD) shows the results of evaluation of fit model  with chi square = 46,450 (p = 0,332), GFI = 0,925, AGFI = 0,886, CFI = 0,995, TLI = 0,994, and RMSEA = 0,028 describes that the goodness of fit is good. Overall, on PANAS-FD have the composite reliability is 0.950, and the Alpha Cronbach is 0.763. The Scale of Subjective Well-Being for Mother (SSWB-M), the two sub-scales have high validity and reliability, therefore it can be used to measure subjective well-being in young mothers. Keywords: Development, validation, SSWB-

The Development and Validation: The Scale of Subjective Well-Being for Mother (SSWB-M)

Abstract The objectives of this study were to develop the Scale of Subjective Well-Being for Mother (SSWB-M), and to examine the psychometric properties of SSWB-M that have been developed. The results of this study show that The developed Scale of Subjective Well-Being for Mother (SSWB-M) consists of The Scale of Life Satisfaction in Family Domain (SLS-FD) and the Positive and Negative Affect Scale in Family Domain (PANAS-FD).The Scale of Life Satisfaction in Family Domain (SLS-FD) showing a match with chi-square = 147.190 (p = 0.118), GFI = 0.881, AGFI = 0.805, CFI = 0.984, TLI = 0.977, and RMSEA = 0.039 describes a good goodness of fit. Overall reliability has a high value of Alpha Cronbach coefficient, which is 0.892, and composite reliability of 0.984. Positive - Negative Affect Scale in Family Domain (PANAS-FD) shows the results of evaluation of fit model  with chi square = 46,450 (p = 0,332), GFI = 0,925, AGFI = 0,886, CFI = 0,995, TLI = 0,994, and RMSEA = 0,028 describes that the goodness of fit is good. Overall, on PANAS-FD have the composite reliability is 0.950, and the Alpha Cronbach is 0.763. The Scale of Subjective Well-Being for Mother (SSWB-M), the two sub-scales have high validity and reliability, therefore it can be used to measure subjective well-being in young mothers. Keywords: Development, validation, SSWB-

PROFIL KESIAPAN SEKOLAH ANAK MEMASUKI SEKOLAH DASAR

ABSTRAK  School readiness is children’s readiness to enter elementary school. School readiness is needed so that children can attend all school activities in elementary school well. This study aims to determine the condition of school readiness owned by children before entering elementary school. Method used in this research is survey. Data analysis was carried out descriptively by comparing the average score of each dimension in school readiness. Results show that the average score from the highest to the lowest in the dimension of school readiness are academic knowledge, dimension, physical health and motor development dimension, basic thinking skills dimension, self-discipline dimension, social  emotional maturity dimension, and communication skills dimension. Achievement of the average score in cognitive dimensions (academic knowledge and basic thinking skills dimension) and physical health and motor development dimension are higher than non-cognitive dimensions (self-discipline, social emotional maturity and communication skills dimension). This condition needs to get attention because the realization of school readiness is a combination of all dimensions in school readiness. The low in one of these dimension will affect to the overall of school readiness’s quality.  Keywords: School readiness, Children, Entering elementary school Kesiapan sekolah merupakan kesiapan anak untuk masuk Sekolah Dasar (SD). Kesiapan sekolah diperlukan agar anak dapat mengikuti semua kegiatan sekolah di SD dengan baik. Penelitian ini bertujuan untuk mengetahui kondisi kesiapan sekolah yang dimiliki oleh anak sebelum memasuki SD. Metode penelitian yang digunakan adalah survei. Analisis data dilakukan secara deskriptif dengan membandingkan nilai rata-rata setiap dimensi dalam kesiapan sekolah. Hasil penelitian menunjukkan bahwa nilai rata-rata dari tertinggi ke terendah dalam dimensi kesiapan sekolah adalah dimensi pengetahuan akademis, dimensi  kesehatan fisik dan perkembangan motorik, dimensi ketrampilan berpikir dasar, dimensi disiplin diri, dimensi  kematangan sosial emosional dan dimensi kemampuan berkomunikasi. Capaian nilai rata-rata dimensi kognitif (dimensi pengetahuan akademis dan ketrampilan berpikir dasar) dan dimensi kesehatan fisik dan perkembangan motorik lebih tinggi jika dibandingkan dengan capaian nilai rata-rata dimensi non kognitif (dimensi disiplin diri, kematangan sosial emosional dan kemampuan berkomunikasi).. Kondisi ini perlu mendapatkan perhatian karena terwujudnya kesiapan sekolah merupakan perpaduan antara semua dimensi dalam kesiapan sekolah. Rendahya salah satu dimensi akan mempengaruhi kualitas kesiapan sekolah secara keseluruhan. Kata Kunci: Kesiapan Sekolah, Anak, Masuk Sekolah Dasar &nbsp

The Development and Validation: Scale of Subjective Well Being for Mother (SSWB-M)

The objectives of this study were to develop the Scale of Subjective Well-Being for Mother (SSWB- M)and examine the psychometric properties of SSWB-M. Our developed SSWB-M consists of The Scale of Life Satisfaction in Family Domain (SLS-FD) and the Positive and Negative Affect Scale in Family Domain (PANAS-FD).The Scale of Life Satisfaction in Family Domain (SLS-FD) shows a match with chi-square = 147.190 (p = 0.118), GFI = 0.881, AGFI = 0.805, CFI = 0.984, TLI = 0.977, and RMSEA = 0.039 which describes a good goodness of fit. Overall, SLS-FD shows high composite reliability of 0.984 (= 0.892). Positive-Negative Affect Scale in Family Domain (PANAS FD) shows afit model with chi-square = 46,450 (p = 0,332), GFI = 0,925, AGFI = 0,886, CFI = 0,995, TLI = 0,994, and RMSEA = 0,028 that describes a good level of goodness of fit. Overall, PANAS-FD also has high composite reliability of 0.950 (= 0.763).The Scale of Subjective Well-Being for Mother (SSWB-M), the two sub scales have high validity and reliability. Therefore, it can be used to measure subjective well-being in young mothers

The Experience of Hope for Mother with Speech Delay Children

Hope is an important atribut for parent to build a positive perspective to children with developmental disabilieties. Due to the importance of hope, this study explored the experience of hope for mother with speech delay children. Eight semistructured interviews were conducted with six mother with speech delay children and analyzed the data using the constant comparative method as proposed by grounded theory. The results showed that mother experiencing a dynamics of hope about children's future. mother's hope are moving between unrealistic hope to be realistic hope, which are influenced by a number of protective factors and risk factors. unrealistic hope is the wrong hope that is not suitable with the child condition (wishful thinking), resulted incorrect parenting process, and be a burden for the mother to make it happen. While, realistic hope is the correct hope that is suitable with the child condition, resulted correct parenting process and not be a burden for the mother to make it happen. Keywords: mother’s hope, unrealistic hope, realistic hope,  speech delay childre

The Experience of Hope for Mother with Speech Delay Children

Hope is an important atribut for parent to build a positive perspective to children with developmental disabilieties. Due to the importance of hope, this study explored the experience of hope for mother with speech delay children. Eight semistructured interviews were conducted with six mother with speech delay children and analyzed the data using the constant comparative method as proposed by grounded theory. The results showed that mother experiencing a dynamics of hope about children's future. mother's hope are moving between unrealistic hope to be realistic hope, which are influenced by a number of protective factors and risk factors. unrealistic hope is the wrong hope that is not suitable with the child condition (wishful thinking), resulted incorrect parenting process, and be a burden for the mother to make it happen. While, realistic hope is the correct hope that is suitable with the child condition, resulted correct parenting process and not be a burden for the mother to make it happen. Keywords: mother’s hope, unrealistic hope, realistic hope,  speech delay childre

The Influence of Mastery Motivation Towards Social-Emotional Competence in Early Childhood

Establishing interpersonal relationships is an important task of early childhood. Harmonious interpersonal relationships will be achieved well if children have social-emotional competence, namely the ability to manage their own condition in order to maintain positive relationships with others. This study aims to determine the influence of mastery motivation towards social-emotional competence. This type of research is quantitative. The total sample was 417 children aged 5-6 years. Collecting data using a questionnaire filled out by teachers and parents. Data analysis using linear regression method with t-test obtained t test results of 3.776 and sig of 0.000. Based on these results, it can be concluded that there is an influence of mastery motivation towards social-emotional competence. The magnitude of the influence of mastery motivation was 3.3%. Taking into account the effect of mastery motivation on low social-emotional competence, it is hoped that teachers and parents can foster mastery motivation so that social-emotional competence can be achieved more optimally