Validity and Reliability Testing of the Proactive Personality Scale–Short Version (PPS-SV) Among University Students in Indonesia

Proactive personality is an essential disposition determining students’ readiness to enter the workforce, so a validated instrument is needed to measure it in Indonesia. This study aimed to adapt the Proactive Personality Scale–Short Version (PPS-SV) into the Indonesian language and test its validity and reliability in a student population. A total of 232 students (61 men, 171 women) from a university in Bandung participated in the study. The age range of the participants was 19–25 years old (\textit{M} = 21.7; \textit{SD} = 1.12). Construct validity was tested using confirmatory factor analysis (CFA), while reliability was estimated using Cronbach's alpha and McDonald's omega. The CFA results confirmed the one-factor structure of the PPS-SV and demonstrated good model fit with the data (CFI = .964, TLI = .954, GFI = .994, RMSEA = .069, and SRMR = .036). The scale also showed excellent internal consistency ($\alpha$ = .901; $\omega$ = 0.902). Thus, the Indonesian adaptation of the PPS-SV was judged to have strong psychometric properties, including good construct validity and reliability. This scale can therefore be recommended for measuring proactive personality in students in Indonesia.

This study aims at identifying: i) the overall schema of group seminar presentations in Bahasa Indonesia (BI) and in English by Indonesian university students, and in English by Australian university students; ii) the rhetorical structure of presentation introductions in Bahasa Indonesia and in English by Indonesian university students and in English by Australian university students; iii) whether Indonesian university students, when engaged in group seminar presentations in English in Indonesian academic settings, transfer the overall schema of group seminar presentations and the rhetorical structure of presentation introductions conducted in Bahasa Indonesia. The primary data were obtained by tape and video recording ten naturally occurring students’ group seminar presentations. It was found that firstly the overall schema of Indonesian students’ group seminar presentations in BI differs in major ways from the overall schema of Australian students’ group seminar presentations in English. Secondly, the rhetorical structure of presentation introductions in BI by Indonesian students also differs from the rhetorical structure of presentation introductions in English by Australian students. Thirdly, Indonesian students transfer the overall schema of the group seminar presentations and the rhetorical structure of presentation introductions of BI when they are engaged in group seminar presentations in English. This has clear implications in the development of Indonesian English.

This research explores the link between career adaptability and proactive personality among university students in Indonesia. Employing a quantitative correlational design, the study utilized a career adaptability scale and a proactive personality scale as instruments. A total of 1,590 students aged 18–25 years from six provinces across Java Island participated, selected through a cluster quota sampling technique. The hypothesis proposed that career adaptability would show a positive correlation with proactive personality, including its sub-dimensions. Data were examined using Spearman’s correlation analysis, resulting in a correlation coefficient of r = 0.651 (p < 0.001). This outcome demonstrates a significant positive association between career adaptability and proactive personality, thereby confirming the hypothesis. The results highlight that students with stronger proactive personality traits are more likely to exhibit higher levels of career adaptability. These findings serve as a foundation for developing targeted interventions and programs that foster proactive personality to strengthen students' career preparedness and adaptability in response to the evolving labor market.

Social media addiction and internet gaming disorder may cause mental health problems among a minority of university students. The Bergen Social Media Addiction Scale (BSMAS) and the 9-item Internet Gaming Disorder Scale-Short Form (IGDS9-SF) are commonly used worldwide. However, they have not been translated or validated into Indonesian. The present study aimed to translate and validate the BSMAS and IGDS9-SF in an Indonesian context among young adults. A multi-center, web-based cross-sectional study was conducted among 458 university students (74% female; mean age 22.5 years) in Indonesia from June to December 2021. The BSMAS and IGDS9-SF were translated into Indonesian. Internal consistency (using Cronbach's α and McDonald's ω) and factor structure (using confirmatory factor analysis) of the two instruments were examined. Concurrent validity of BSMAS and IGDS9-SF was examined using their correlations with two external concepts: nomophobia and psychological distress. Internal consistency of the Indonesian BSMAS and IGDS9-SF were both acceptable (Cronbach's α=0.80 and 0.90; McDonald's ω=0.86 and 0.92). Both instruments were unidimensional with good factor loadings (0.54-0.78 for BSMAS; 0.63-0.79 for IGDS9-SF). Moreover, BSMAS and IGDS9-SF had stronger associations with nomophobia (r=0.58 and 0.12; p<0.001) than with psychological distress (r=0.43 and 0.15; p<0.001). The Indonesian versions of the BSMAS and IGDS9-SF had good psychometric properties in terms of linguistic validity, unidimensionality, and reliability. The findings indicate the tools are appropriate for assessing the risk of social media addiction and internet gaming disorder among university students in Indonesia.

Entrepreneurship plays a pivotal role in economic growth for Indonesia. Unfortunately, the number of entrepreneurs in Indonesia is still lagging behind other ASEAN countries. The emergence of knowledge-based entrepreneurship makes universities become one of the vital supply sources for creating entrepreneurs. Even though it has institutional support from the Indonesian government, entrepreneurship is still not considered a promising alternative career choice. Therefore, this study aims to analyze the effect of university institutional support (perceived educational support, concept development support, and concept development support) and personal traits variables (self-efficacy and proactive personality) on Indonesian students' entrepreneurial intention. This study was conducted using a judgmental sampling technique on 302 active university students in Indonesia who have received entrepreneurship education. Data analysis in this study was carried out using the PLS-SEM. The findings of this study indicate that perceived educational support directly affects entrepreneurial intention. While, perceived concept development support and perceived business development support positively shape self-efficacy, leading to entrepreneurial intention. This study also confirms self-efficacy and proactive personality as predictors of entrepreneurial intention. Furthermore, the study also shows that self-efficacy mediates the relationship between proactive personality and Indonesian students' intentions to be entrepreneurs.

This article introduces a comparative study of subjective comfort, coping-strategies, and types of accentuations of the personalities of Russian and Indonesian university students. The research employed the scale of subjective comfort assessment by A. Leonova, coping-test by R. Lazarus, and a test-questionnaire by G. Schmieschek and K. Leonhard. The experiment included 30 Russian and 30 Indonesian students (mean age – 20,5). The research revealed general qualities and differences between indicators of types of personality accentuations and ways of mastering stress. The students appeared to have no significant distinctions on the level of subjective comfort, which was normal. The Indonesian students distanced themselves and used self-control while facing stress more than Russian students. The most expressed types of personality accentuation of the Russian students were emotivity, demonstrativeness, and exaltation. As for the Indonesian students, it was pedantry. The subjective comfort of the Russian students had four interrelations with types of personality aссentuation, i.e. direct interrelations with emotive personality aссentuation and demonstrative and negative interrelations with obsessive and dysthymic personality aссentuations. There were three connections with coping-strategies, i.e. direct interrelations with "planning" and "positive reevaluation" strategies and an inverse one – with "fleeing" strategy. The subjective comfort of the Indonesian students had four interrelations with types of personality aссentuations: direct interrelations with hyperthymic and demonstrative aссentuations and an inverse one – with excitable and emotive. They had two interrelations with coping-strategies: inverse interrelations with "distancing" and "fleeing" strategies. The results proved the interdependence of subjective comfort and personal traits and the formed ways of mastering stress. The data obtained can be used in programs for coping-resource development in students.

The current research aims to assess the psychometric properties of the emotional intelligence scale among university students in Indonesia. This research used a survey design. The current research participants were 288 university students in Palembang, West Nusa Tenggara, Kupang, Yogyakarta, and Jakarta, Indonesia. Two procedures were used to analyze the data: exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The results showed that EFA with comprehensive techniques that compromise parallel analysis yielded a 5-factor solution: empathy with five items, handling relationships with five items, motivation for oneself with six items, self-awareness with seven items, and managing emotion with eight items. The five factors solution was confirmed through CFA with the value: Chi square=2.631, Tucker-Lewis’s index (TLI)=.804, comparative fit index (CFI)=.823, root mean square error of approximation (RMSEA)=.075, and standardized root mean residual (SRMR)=.743. The scale validation and reliability were tested through average variance extracted (AVE) with the value ranged from 0.271 to 0.594, construct reliability (CR) with the value ranged from 0.706 to 0.879, and Cronbach’s alpha with the value ranged from 0.706 to 0.879. Therefore, based on psychometric analysis, the scale is valid and reliable to be used in measuring emotional intelligence among university students in Indonesia.

This article is part of a larger report of research which explored and compared Australian and Indonesian university students’ attitudes toward plagiarism, understanding of plagiarism, and understanding of university policy on plagiarism. It focuses on whether or not Australian and Indonesian students differed in their understanding of the notion of plagiarism and its various forms. Data of the Australian and Indonesian subjects’ understanding of plagiarism were gained using a questionnaire and focus group interviews. The results showed that the Australian students were more knowledgeable of the notion of plagiarism and its various forms than the Indonesian students. The differences may be attributed to the academic context of the study. The Indonesian students were not familiar with the Western norm in academic writing, the norm which is regularly practiced in the Australian context. This study strongly recommends that the Indonesian students’ awareness of plagiarism be increased in order to avoid plagiarism. Keywords: understanding of plagiarism, definition of plagiarism, academic context, focus group interviews, university study.

&lt;p&gt;Millions of people live in uncertainty even more after the COVID-19 pandemic. Therefore, creativity, proactive personality, entrepreneurial alertness, and entrepreneurial intention are required to reach the break-even point or gain business opportunities during the pandemic. This research aims to analyze the effects of university students' creativity and proactive personality towards entrepreneurial intention through a mediating role of entrepreneurial alertness in Indonesia. The research is quantitative and it uses non-probability sampling. The respondents for this study are 370 university students in Indonesia. The data was gathered using an online questionnaire and tested using Structural Equation Modeling-Partial Least Square (SEM-PLS) with SmartPLS 4.0 by conducting validity, reliability, and hypothesis tests. Based on the hypothesis testing, the research shows that creativity has a positive effect on entrepreneurial alertness, proactive personality has a positive effect on entrepreneurial alertness, entrepreneurial alertness has a positive effect towards entrepreneurial intention, creativity has a positive effect towards entrepreneurial intention through a mediating role of entrepreneurial alertness, and proactive personality has a positive effect towards entrepreneurial intention through a mediating role of entrepreneurial alertness.&lt;/p&gt;

&lt;p&gt;Abstract &lt;strong&gt;Context and relevance. &lt;/strong&gt;Mathematics academic performance, attitude, and English learning achievement are essential components of 21st-century education, shaping students' cognitive and problem-solving abilities. Although existing studies have explored the relationships between these domains, research on their interconnected impact remains limited, highlighting the need for further investigation.&lt;strong&gt; Objective. &lt;/strong&gt;This study examines the relationship between English learning academic performance, attitudes towards mathematics, and mathematics achievement among Indonesian college students. &lt;strong&gt;Hypothesis. &lt;/strong&gt;(1) There will be a positive relationship between English learning achievement and mathematics academic performance among Indonesian students. (2) There will be a positive relationship between attitude towards mathematics and mathematics academic performance among Indonesian students. (3) English learning achievement will mediate the relationship between attitude towards mathematics and mathematics academic performance among Indonesian students. &lt;strong&gt;Mathods and materials. &lt;/strong&gt;The participants included 381 mathematics students, with an average age of 19,82 years and &lt;em&gt;SD&lt;/em&gt; = 0,55 from four universities in Indonesia. The study employed self-report measures to assess English learning and mathematics achievement, as well as an attitudes towards mathematics questionnaire. Structural equation modeling was applied for data analysis. &lt;strong&gt;Results. &lt;/strong&gt;The study found significant links between English proficiency, attitudes toward mathematics, and math performance among Indonesian college students. Higher English skills were associated with better math achievement, while negative attitudes toward math and lower socioeconomic status negatively affected performance. Additionally, English learning achievement mediated the relationship between math attitudes and performance.&lt;strong&gt; Conclusions. &lt;/strong&gt;The results revealed that there were significant associations between these variables, highlighting the importance of considering multiple factors in understanding academic success. These implications underscore the importance of creating inclusive and supportive learning environments that cater to the diverse needs of students, ultimately fostering academic success in mathematics.&lt;/p&gt;

Equivalent psychometric properties of translated measurement are critical to guarantee the effectiveness of a measure in a different language. This study translated, adapted, and evaluated the Engagement in Meaningful Activities Survey in Bahasa Indonesia (EMAS-BI). Factor analysis and convergent validity were employed in data collected from a cross-sectional study involving Indonesian college students. Exploratory factor analysis indicated a three-factor structure that was substantiated by confirmatory factor analysis. A second-order, unidimensional model fit the data equally well. A sufficient validity and reliability were reported using model fit, intraclass correlation, and Cronbach's alpha. Meaningful activities were positively correlated with quality of life and flourishing, but negatively correlated with depression. EMAS-BI has good psychometric properties based on the samples collected from Indonesian college student population. Future study should assess EMAS psychometric properties in other populations in Indonesia.

This study aimed to translate, cross-culturally adapt, and validate the CDPQOL questionnaire, a coeliac disease (CD)-specific paediatric health-related quality of life (HRQoL) instrument (CDPQOL), in Spanish children with CD. The CDPQOL questionnaire has two versions for children aged 8-12 and 13-18. Translation and linguistic validation were performed following an international consensus process. Internal consistency was calculated using Cronbach's alpha and McDonald's omega coefficients, and convergent validity was assessed with average variance extracted (AVE). Confirmatory factor analysis (CFA) and exploratory factor analysis (EFA), when necessary, were carried out to assess the construct validity. A total of 235 children were included. In the 8-12 age group, a change in the distribution of items to a new structure of three dimensions (negative emotions, food feelings and social interaction) was required. In this new model, CFA supported the fit of the model (χ2/gl = 1.79, RMSEA = 0.077 (IC 95% 0.05-0.100), CFI = 0.969, TLI 0.960, SRMR = 0.081) and Cronbach's alpha and McDonald's omega coefficients were > 0.7 in all three dimensions. In the 13-18 age group, CFA showed that all fit indexes were acceptable (χ2/gl = 1.702, RMSEA = 0.102 (IC 95% 0.077-0.127), p < 0.001, CFI = 0.956, TLI = 0.947, SRMR = 0.103) and Cronbach's alpha and McDonald's omega coefficients were > 0.7 in all three dimensions, except for uncertainty dimension. Conclusions: The Spanish version of the CDPQOL questionnaire is a useful instrument to assess quality of life in coeliac children whose native language was Spanish spoken in Spain, with changes in item distribution in the younger age group questionnaire. What is Known: • The first specific questionnaire for coeliac children, Dutch Coeliac Disease Questionnaire (CDDUX), which focuses on diet, was translated into Spanish and validated allowing to evaluate the HRQoL of Spanish coeliac children. • Spanish Children and parents feel the disease had no substantial negative impacts on patient HRQoL using this questionnaire, similar to that observed with other countries. What is New: • The age specific for CD children (CDPQOL) was elaborated in the USA and focuses on other aspects not evaluated by CDDUX such as emotional and social issues related to living with CD. • The CDPQOL was translated into Spanish and validated allowing it to be used to assess Spanish coeliac children's QoL.

Several studies have highlighted the link between sleep, learning, and memory. Strong evidence shows that sleep deprivation can affect a student’s ability to learn and academic performance. While delayed sleep-wake phase disorder was prevalent among young adults, available evidence showed an inconclusive association between sleep times and academic performance in university students. Therefore, we conducted a cross-sectional study among university students in Indonesia to collect their sleep duration, bedtime, wake-up time, and academic performance. An analysis of 588 university students in Indonesia found that only 38.6% of students sufficiently slept, and their median bedtime and wake-up time was 11:30 pm and 5:30 am, respectively. Gender and wake-up time accounted for a 5.8% variation in academic performance (adjusted R2 = 4.5%) after controlling for sleep duration, bedtime, body mass index, the field of study, batch year, and physical activity. Male had 0.116 [95% Confidence Interval (CI) −0.167 to −0.064] lower grade point average (p &amp;lt; 0.001) than female and students who wake up later had 0.077 (95% Confidence Interval 0.025 to 0.129) greater grade point average (p = 0.004) than students who wake-up earlier. The prevalence of sleep deprivation related to the delayed sleep-wake phase among university students in Indonesia was high. Since wake-up time was related to the increased grade point average, the university should consider developing sleep-friendly policies and interventions to improve their academic performance.

BackgroundThe number of university students experiencing stress is increasing, which often leads to adverse effects such as poor grades, academic probation, and emotional problems. Unfortunately, most of these problems remain untreated because of limited professional resources and fear of stigma. Several Web-based stress management interventions are now available for student populations, but these treatments are not yet available in Indonesia. To make treatment for stress more acceptable in Indonesia, a cultural adaptation process is needed, and part of the process is assessing the feasibility of the adapted intervention.ObjectiveThis paper describes the first two stages of a cultural adaptation process and the protocol of a feasibility study that will assess the acceptability of a culturally adapted stress management intervention for university students in Indonesia.MethodsFocus group discussions with Indonesian university students were held, and input from Indonesian psychologists was gathered for developing the adapted intervention. A single-group feasibility study with a pre-post design will be conducted. We will recruit at minimum 50 university students who have an elevated level of stress (Depression, Anxiety, and Stress Scales–42 stress subscale score ≥15), identify themselves as being of Indonesian culture (eg, able to speak Bahasa Indonesia fluently), and are studying at a university in Indonesia. The primary endpoints of this study will be rates of participant satisfaction, system usability, dropout rates, and level of adherence. We will also use qualitative data to assess the adapted intervention more thoroughly. Secondary study endpoints will be quality of life, stress, anxiety, and depression levels. Feasibility parameters (eg, participant satisfaction, system usability, and level of adherence) will be summarized with descriptive statistics. Two-tailed paired within-group t tests will be used to analyze stress, anxiety, depression, and quality of life.ResultsThe enrollment of pilot study is currently ongoing. First results are expected to be ready for analysis in the second half of 2019. The project was funded as part of a PhD trajectory in 2015 by the Indonesian Endowment Fund for Education.ConclusionsThis is one of the first studies to assess the feasibility of a culturally adapted Web-based stress management intervention for university students in Indonesia. Strengths and limitations of the study are discussed.International Registered Report Identifier (IRRID)DERR1-10.2196/11493

This study aims to adapt and validate the ChatGPT Usage Scale among Indonesian university students. Using a quantitative psychometric approach, data were collected from 542 active university students across Indonesia selected through convenience sampling. The adaptation followed the International Test Commission (2017) guidelines. Content validity using Aiken’s V showed a high value (0.894). The initial Confirmatory Factor Analysis (CFA) indicated poor fit (CFI = 0.741; TLI = 0.698), but after removing eight items with factor loadings below 0.40, the seven-item model achieved good fit (CFI = 0.949; TLI = 0.924; RMSEA = 0.056; SRMR = 0.034). The Cronbach’s Alpha coefficient (0.703) indicated acceptable reliability. Findings revealed that the original three-dimensions structure (Academic Writing Aid, Academic Task Support, and Reliance and Trust) was not fully supported in the Indonesian student context. The Reliance and Trust dimension could not be retained due to insufficient valid indicators. Despite achieving a statistically fit model, the adapted version remains conceptually limited and requires further refinement to comprehensively capture ChatGPT usage behavior among Indonesian students. Indonesian students primarily use ChatGPT instrumentally with limited trust, highlighting the need for higher education institutions to integrate AI literacy, ethical usage guidelines, and reflective learning practices. Furthermore, the adapted scale provides a foundation for future research to better understand AI utilization in academic contexts.