Guidance and Counseling In Higher Education

The purpose of this study was to evaluate the psychometric properties of the modified version of the Work Engagement Scale in the Indonesian context, by adding one aspect and test the effect of types of occupation using the multiple indicator multiple cause (MIMIC) model for testing measurement invariance. The sample of this study included 459 workers in Indonesia using 16 items of the Work Engagement Scale. The results revealed that Indonesian respondents have Asian characteristics, but they come from various ethnicities and cultures. By including university lecturers and industrial workers as respondents and performing confirmatory factor analysis followed by MIMIC model, it is discovered that Indonesian employees have satisfactory psychometric properties in all four dimensions, which comprise the constructs of the work engagement scale. The findings provide an insight into in the Job Demands-Resources (JD-R) Model of work engagement in Indonesian context consisted of vigor, dedic...

Comparison of Pre-Test Means of the Treatment and Control Groups on the Intention to Remain in School Subscales.....151 36 Student Intentions to Remain in School Until the End of the Year Post-Test Scores by Group, Adjusting for Pre-Test Differences.

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Sekolah merupakan tempat untuk menuntut ilmu. Dunia pendidikan khususnya di lingkungan sekolah tugas siswa sangat banyak, terutama tugas terkait mata pelajaran yang mereka pelajari. Tugas yang diberikan pendidik memiliki tujuan, yaitu menyadarkan siswa agar menggunakan waktu luang untuk aktif belajar, dan bertanggung jawab menyelesaikan tugas. Namun dalam pelaksanaannya banyak masalah terkait dengan tugas yang diberikan oleh guru, salah satu masalah yang dihadapi yaitu siswa melakukan penundaan tugas atau prokrastinasi akademik. Ada beberapa penyebab prokrastinasi akademik salah satunya ialah rendahnya efikasi diri yang dimiliki siswa. Oleh karena itu Penelitian ini bertujuan untuk mengetahui hubungan antara efikasi diri dengan prokrastinasi akademik pada siswa kelas XI SMAN 1 Tongauna. Metode yang digunakan dalam penelitian ini adalah kuantitatif korelasional. Pengumpulan data dalam penelitian ini menggunakan skala efikasi diri dan skala prokrastinasi akademik. Responden dalam penelitian ini adalah siswa kelas XI SMAN 1 Tongauna berjumlah 40 orang yang dipilih berdasarkan teknik purposive sampling dari 94 orang. Hasil analisis korelasi Pearson Product moment menunjukkan bahwa terdapat hubungan antara efikasi diri dengan prokrastinasi akademik pada siswa kelas XI SMAN 1 Tongauna (p=0,001<0,05) dan r =-0,519 yang artinya semakin rendah efikasi diri maka akan dibarengi semakin tinggi prokrastinasi akademik.

Penelitian ini dilatarbelakangi oleh masih adanya siswa yang malakukan prokrastinasi akademik. Perilaku prokrastinasi akademik tersebut mengakibatkan hasil belajar yang tidak optimal. Sehingga prestasi di sekolah menurun bahkan akibat terburuknta adalah tidak naik kelas atau pun dikeluarkan dari sekolah. Tujuan yang hendak dicapai dalam penelitian ini adalah untuk mengetahui apakah layanan konseling kelompok dengan pendekatan behavioral berpengaruh terhadap penurunan perilaku prokrastinasi akademik siswa kelas XI SMK PERINTIS 29 Ungaran. Sampel yang diambil adalah 8 siswa dengan menggunakan purposive sampling. Data dalam penelitian ini diperoleh melalui instrument penelitian skala prokrastinasi akademik siswa dengan empat alternative jawaban. Desain penelitian yang digunakan adalah one group pretest, treatment, and posttest design. Hasil analisis dengan menggunakan sign test wilcoxon mendapatkan T-hitung = 36 sedangkan T-tabel = 4 maka T-hitung > T-tabel dengan taraf signifikansi 5%, dengan demikian Ha diterima dan Ho ditolak, sehingga dapat disimpulkan ada pengaruh konseling kelompok dengan pendekatan behavioral terhadap penurunan perilaku prokrastinasi akademik siswa SMK PERINTIS 29 Ungaran tahun ajaran 2014/2015.

School tasks are responsibilities that must be done and completed for every student. However, there are some cases where students are late in submitting the tasks, while the others do not even submit them at all. The behavior of delaying the responsibility is called procrastination, and if the responsibility is in academic things, then it is called academic procrastination. Academic procrastination behavior can have an impact on students&#39; grades. Guidance and counseling teachers can help counselees in solving academic procrastination problems by using group counseling with bibliotherapy techniques. The subjects of this study are two students who have procrastination behavior and one guidance and counseling teacher. This study use qualitative research method with descriptive approach.  This study aims to determine the implementation of group counseling using bibliotherapy techniques on academic procrastination of ninth-grade junior high school students. Guidance and counseling te...

Group Counselor Competencies were considered important to guarantee the professional performance of a group counselor. However, the development of these competencies was influenced by education and supervision quality of a counselor. This research aimed to investigate the distinction between group counselor competencies of the candidates at

Helping Profession is the main concept underlying the role and function of counselor. Helping is a process of activities that people do against other individuals in their social environment. There are three models to help: professional information model, clinical model, and model of consultation process. The consultation process model is the first model to be applied in a helpful philosophy. This model is important to be a helper as a steering process. However, professional and clinical information models may be provided, but the helper should use confrontive intervention. This intervention is intended to provide some hypotheses or alternatives for solving client problems. In the counseling process, primarily involving early childhood, the philosophy of helping is seen in altruistic behaviors related to the empathetic and caring attitude of the counselor to the client.

ix INTRODUCTION 1 METHOD 17 RESULTS 23 CONCLUSIONS 28 REFERENCES 34 TABLES 41 PROSPECTUS INTRODUCTION 4 7 REVIEW OF LITERATURE 4 9 METHOD 72 REFERENCES 78 APPENDIX A: Counselor Scenario Reaction 85 Form APPENDIX B: Demographic Questionnaire: 105 Personal Data APPENDIX C: Supervisee Needs Questionnaire 106 APPENDIX D: Supervisee Level Questionnaire111 Revised

Research has suggested that transfer students experience difficulty in many domains however limited research has examined the variables associated with transfer student success. The present study examined transfer student success using a sample of firstyear transfer students at a large mid-Atlantic university. Independent variables examined were academic self-efficacy, career self-efficacy, and sense of belonging/social integration. Transfer student success was assessed through academic performance, psychological functioning, and career functioning. Using canonical correlation, two patterns of associations were found to explain transfer student functioning in a new institution. Implications of these two patterns of associations are discussed.

School tasks are responsibilities that must be done and completed for every student. However, there are some cases where students are late in submitting the tasks, while the others do not even submit them at all. The behavior of delaying the responsibility is called procrastination, and if the responsibility is in academic things, then it is called academic procrastination. Academic procrastination behavior can have an impact on students&#39; grades. Guidance and counseling teachers can help counselees in solving academic procrastination problems by using group counseling with bibliotherapy techniques. The subjects of this study are two students who have procrastination behavior and one guidance and counseling teacher. This study use qualitative research method with descriptive approach.  This study aims to determine the implementation of group counseling using bibliotherapy techniques on academic procrastination of ninth-grade junior high school students. Guidance and counseling te...

Work engagement is one of the dimensions that contribute to the development of professional identity. This article aims to describe 1) the level of work involvement of the counselor, and 2) the influence of work experience and educational background on counselors&#39; work engagement. The research method used is comparative. A total of 211 school counselors participated as online-incidental sampling respondents. The research respondent was asked to be involved by sharing the invitation link to several counselor social media groups in Indonesia. The instrument used is a work engagement scale adapted from the Utrecht Work Engagement Scale. The results of the instrument reliability test showed a score of 0.88. The data were analyzed by inferential statistics using a two-way analysis of variance (two-way ANOVA). The conclusions of this study are the average work engagement of 211 respondents in this study is in the high category and there is no effect of work experience and educational ...

Work engagement is one of the dimensions that contribute to the development of professional identity. This article aims to describe 1) the level of work involvement of the counselor, and 2) the influence of work experience and educational background on counselors&#39; work engagement. The research method used is comparative. A total of 211 school counselors participated as online-incidental sampling respondents. The research respondent was asked to be involved by sharing the invitation link to several counselor social media groups in Indonesia. The instrument used is a work engagement scale adapted from the Utrecht Work Engagement Scale. The results of the instrument reliability test showed a score of 0.88. The data were analyzed by inferential statistics using a two-way analysis of variance (two-way ANOVA). The conclusions of this study are the average work engagement of 211 respondents in this study is in the high category and there is no effect of work experience and educational ...

Work engagement is one of the dimensions that contribute to the development of professional identity. This article aims to describe 1) the level of work involvement of the counselor, and 2) the influence of work experience and educational background on counselors&#39; work engagement. The research method used is comparative. A total of 211 school counselors participated as online-incidental sampling respondents. The research respondent was asked to be involved by sharing the invitation link to several counselor social media groups in Indonesia. The instrument used is a work engagement scale adapted from the Utrecht Work Engagement Scale. The results of the instrument reliability test showed a score of 0.88. The data were analyzed by inferential statistics using a two-way analysis of variance (two-way ANOVA). The conclusions of this study are the average work engagement of 211 respondents in this study is in the high category and there is no effect of work experience and educational ...

Little research exists about college students with mood disorders and their unique developmental issues. Previous studies of college students with disabilities have largely focused on physical and learning disabilities. In response to this gap in the current literature, this study explored how undergraduate students with mood disorders make decisions about self-disclosure while in college and the factors and influences that contribute to their decisions. This research holds the promise of

Advocacy is an increasingly integral role for school counselors, and advocacy dispositions, knowledge, and skill competencies are critical for school counselors to function effectively in the contemporary school setting. This study assessed the perceptions of school counselor educators regarding the degree of importance of including advocacy dispositions, knowledge, and skill competencies (Trusty & Brown, 2005) in master's degree school counseling programs; the extent to which the advocacy competencies are taught in the program; and the relative readiness of program graduates to apply the advocacy competencies. Additionally, this study also investigated whether there were significant differences between the responses of participants associated with CACREP-accredited and those with non-CACREPaccredited school counselor preparation programs. Stratified proportional sampling was used to identify study participants. A sample of 250 counselor educators teaching in master's degree programs in school counseling was identified and a survey was sent to each participant. One-hundred thirty six surveys were returned (54.4%); this represented 69 CACREP-accredited programs and 67 non-CACREP-accredited programs involving respondents in each region of Association for Counselor Education and Supervision. Mean ratings for respondents indicated that counselor educators perceived inclusion of the 15 advocacy competencies in master's programs in school counseling as moderately to very important, moderately taught in their programs, and their graduates to be moderately ready to apply the advocacy competencies. Using independent samples t-tests to compare the mean ratings, the results showed no statistically significant differences between CACREP-accredited and non-CACREP-accredited respondents. It was concluded that the advocacy disposition, knowledge, and skill competencies delineated by Trusty and Brown (2005) are appropriate for inclusion in master's degree programs in school counseling, and that additional focus on advocacy competencies might be needed within programs to ensure that all school counseling graduates learn and are able to apply the competencies. It was also concluded that the perceptions of counselor educators in CACREPaccredited and non-CACREP-accredited programs are more similar than different relative to the importance of including the competencies in graduate programs, the extent to which they are taught, and the readiness of graduates to apply the competencies.

This study sought to investigate if perceived racism and internalized racism are predictors of ethnic identity development in Chicana/o and Latina/o college students. This study also aimed to identify factors that serve as predictors of internalized racism. Finally, this study sought to identify if differences exist between those who self identify as Chicana/o, Latina/o, Hispanic, hyphenated American, or by nationality in terms of ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency. Chicana/o and Latina/o undergraduates who were members of ethnic student organizations were asked to complete an online survey that asked about their ethnic identity, U.S. acculturation, English language competence, Spanish language competence, internalized racism, and perceived racism. A sample of 500 undergraduate students was obtained. Using multiple linear regression this study found: that internalized racism was negatively related to ethnic identity; that Spanish language competence, perceived racism, and English language competence were all positively related to ethnic identity; that U.S. cultural identity and perceived racism were both positively related to internalized racism; and that perceived racism in the media was negatively related to internalized racism. Using Multivariate Analysis of Variance a statistically significant difference in ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency was found between those who identify as Chicana/o, Latina/o, Hispanic, hyphenated American, and those who identify by nationality. The findings of this study point to the negative effects of perceived racism and internalized racism. Moreover, these results indicate the importance of culturally affirmative therapy and educational practices when working with Chicanas/os and Latinas/os. This study also highlights the heterogeneity of the Chicana/o and Latina/o community. Additional research is needed to further understand the heterogeneity of the Chicana/o and Latina/o community.

The transition phase from secondary school to higher education (College or University) is highly crucial. It is also a period of transition from adolescence into young adulthood. The significance of student adjustment is immensely involving but also signals that students need to be supported by parents and university systems. There is the students' prior learning experience, which it is hoped has prepared them for university-style learning. But the truth is, the teaching and learning are different, the environment completely changes, and the responsibilities and expectations are tuned to higher levels. Subsequently, the students are required to ensure smooth functioning systems and appropriate conduct.