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The phenomenon of university students simultaneously undertaking academic studies and employment has become increasingly common, creating unique challenges in balancing work responsibilities and academic obligations. This study aims to examine the effects of job demands and time management on academic performance, with academic self-efficacy serving as a mediating variable among undergraduate and postgraduate students who work while pursuing higher education. The research employed a quantitative approach using a causal research design. Data were collected through an online questionnaire administered to 50 working students selected through purposive sampling. The study measured four variables, namely job demands, time management, academic self-efficacy, and academic performance. Data were analyzed using multiple regression analysis, Baron and Kenny’s causal steps approach, and the Sobel test to examine mediation effects. The findings reveal that time management has a positive and significant effect on both academic self-efficacy and academic performance. Academic self-efficacy also demonstrates a positive and significant influence on academic performance and emerges as the strongest predictor in the model. In contrast, job demands do not significantly affect either academic self-efficacy or academic performance. Furthermore, academic self-efficacy does not mediate the relationship between job demands and academic performance. However, academic self-efficacy fully mediates the relationship between time management and academic performance, indicating that effective time management enhances students’ confidence in their academic abilities, which subsequently improves their academic outcomes. These findings highlight the importance of strengthening time management skills and academic self-efficacy to support the academic success of working students in higher education institutions.

In the digital era, job-seeking mechanisms have evolved through e-recruitment platforms, particularly for Gen Z fresh graduates. However, seamless digital access does not inherently trigger a high intention to apply for jobs, suggesting a complex interplay between internal psychological states and external technical factors. Objective: This investigation empirically examines the extent to which self-efficacy and the effectiveness of e-recruitment systems influence the intention to apply for jobs among Gen Z fresh graduates in Tasikmalaya Regency. Methodology: This study employed an explanatory quantitative approach involving 80 subjects selected via purposive sampling. Data evaluation was conducted through Multiple Linear Regression analysis using SPSS software. Findings: The research data demonstrates that both self-efficacy and digital recruitment systems exert a positive and significant impact on job application intentions, both independently and simultaneously. Furthermore, self-efficacy was identified as a more dominant predictor compared to recruitment technology. An R-Square value of 0.590 indicates that these two variables account for 59% of the variation in job application intentions. Implications: Companies are encouraged to continuously modernize their recruitment infrastructure while considering the psychological readiness of applicants and strengthening corporate branding to attract high-potential new graduates.

The high number of elderly people has led to various health problems that must be faced. However, there are still elderly people who are reluctant to carry out regular physical activity, so the health status and quality of life of the elderly also decline. Aims: This systematic review aims to identify the relationship between social cognitive theory (SCT) on physical activity in the elderly. Methods: This systematic review method approach is based on PRISMA. This systematic review examines several research articles from journal databases, namely PubMed and ScienceDirect, and obtained 13 articles in 2019-2024. The keywords used in the search are “Social Cognitive Theory”, “SCT”, “Physical Activity”, “PA”, and “Elderly”. The articles reviewed met the inclusion criteria, namely relevant article topics, original research articles in English, and publications in the last five years. The eligibility criteria were then assessed separately using the JBI Critical Appraisal Checklist tool.  Results: From a total of 13 articles reviewed, it can be concluded that the majority of articles explain how important the social cognitive patterns that elderly people must have in relation to the physical activity of the elderly, such as predicting the physical activity of the elderly, increasing the exercise behavior of the elderly, influencing the level of physical activity for people with chronic diseases, and adjusting physical activity with the abilities of the elderly. The higher an elderly person's social cognition, self-efficacy, encouragement, and social support to be able and willing to carry out physical activities in accordance with the elderly's abilities and physical condition. Conclusion: The social cognition of the elderly places more emphasis on the ability of the elderly to learn things around them, so that the elderly have self-efficacy, encouragement, and social support to do things in according to their goals and beliefs. Health workers in provide health services to the community, social cognitive theory can be used for alternative to increase the physical activity of the elderly. A personalized smartphone-based intervention based on SCT is highly effective for promoting physical activity in older adults.  

This study focuses on Generation Z in Tasikmalaya Regency and investigates how self-efficacy and emotional intelligence influence career decision-making processes. The research was motivated by increasing youth unemployment and the growing number of NEET individuals, namely those not in education, employment, or training, which indicates a lack of readiness among young people in planning their professional future. This study employed a quantitative survey design, with data collected from 100 Generation Z respondents selected through purposive sampling. The data were analyzed using multiple linear regression with SPSS 31. The results show that emotional intelligence has a positive and significant effect on career decision-making, with a t value of 5.291 and a significance value of 0.000. Self-efficacy also has a positive and significant effect, with a t value of 4.153 and a significance value of 0.000. Simultaneously, emotional intelligence and self-efficacy significantly predict career decision-making, with an F value of 131.890 and a significance value below 0.001. The two variables explain 73.1 percent of the variance in career decision-making, while the remaining 26.9 percent is influenced by other variables not included in this study. These findings highlight the importance of strengthening self-efficacy and emotional intelligence to help Generation Z make more mature and well-directed career decisions.

The era of globalization and accelerated digital transformation has given rise to increasingly competitive job markets, requiring every individual to possess adequate skills, confidence, and abilities to face professional demands. In this situation, Generation Z, as a productive age group, still faces various obstacles related to job readiness, for example, a lack of confidence in meeting job expectations and a low mastery of non-technical skills required by industry. This research intends to assess the influence of self-efficacy and soft skills on the employment preparedness of Generation Z in Tasikmalaya Regency using quantitative approaches. The sample comprised 100 participants who were chosen using a non-probability sampling technique, specifically purposive sampling. Data collection employed an ordinal-scale questionnaire, and data analysis was conducted using multiple linear regression testing. The findings indicate that self-efficacy has a partial, positive, and significant influence on job readiness. A similar impact is also demonstrated by the soft skills variable, where these non-technical skills are proven to accelerate individual readiness. When tested simultaneously, the combination of self-efficacy and soft skills plays a crucial role in strengthening the job readiness of Generation Z in Tasikmalaya Regency. These findings emphasize that the combination of self-confidence and interpersonal and intrapersonal competencies is the main foundation for facing the world of work. Therefore, this study offers practical implications regarding the urgency of strengthening both aspects through academic pathways, training programs, and stimulating work experiences to produce a Generation Z capable of optimally responding to the dynamics of industry needs.

Problem-solving ability is an essential skill that students need to meet the demands of both academic learning and the workforce in the 21st century. This study aims to analyze the influence of self-efficacy and interpersonal communication on the problem-solving ability of eleventh-grade students at SMKN 31 Jakarta, both partially and simultaneously. A quantitative approach was employed, with data collected through a Likert scale questionnaire. Samples were drawn using a probability sampling technique with a proportional random sampling approach. Data analysis was conducted using Structural Equation Modeling (SEM) based on Partial Least Squares (SmartPLS 4.0). The results indicate that self-efficacy has a positive and significant effect on problem-solving, with a path coefficient of 0.455, a t-statistic of 7.843, and a p-value of 0.000. Similarly, interpersonal communication has a positive and significant effect on problem-solving, with a path coefficient of 0.447, a t-statistic of 7.501, and a p-value of 0.000. Taken together, self-efficacy and interpersonal communication account for the variance in problem-solving with an R-square value of 0.416, indicating that both independent variables explain 41.6% of the variation in problem-solving ability. These findings suggest that self-efficacy and interpersonal communication play a significant role in enhancing students' problem-solving ability.

The development of globalization that occurs simultaneously with the acceleration of digital transformation has created increasingly complex competition in the world of work, so that individuals are required to be able to adapt and make appropriate career choices. In this situation, Generation Z as a productive age group still faces problems in the form of a mismatch between educational background and field of work, including low job readiness that impacts suboptimal career decision-making. This study aims to analyze the influence of career adaptability and self-efficacy on career decision-making in the Generation Z group in the Tasikmalaya Regency area using a quantitative approach. The sample determination involved 100 respondents through the Probability Sampling technique with the application of Proportionate Stratified Random Sampling. The research data were collected using an ordinal scale questionnaire. Meanwhile, the analysis was conducted using multiple linear regression tests. The conclusions obtained from the analysis indicate that career adaptability has a positive and significant effect on career decision-making. Self-efficacy also shows a positive and significant influence on career decision-making. These findings indicate that an individual's ability to deal with change and confidence in one's abilities play an important role in shaping the quality of career decisions. This research provides practical emphasis on the importance of strengthening career adaptability and self-efficiency through education, career guidance services, soft skills training and work readiness improvement programs for Generation Z to help individuals make more appropriate and optimal career decisions.

This research explores the relationship between work-life balance, academic stress, and students’ academic performance by examining the mediating role of self-efficacy. The study is based on Social Cognitive Theory, which explains that self-efficacy plays an essential role in influencing individual behavior and achievement. A quantitative explanatory survey method was applied, involving undergraduate and postgraduate students from the Faculty of Economics, Universitas Negeri Jakarta, as research participants. Data collection was conducted using online questionnaires, while the analysis employed the Partial Least Squares–Structural Equation Modeling (PLS-SEM) technique. The results demonstrate that work-life balance is positively associated with academic performance, although the relationship is not statistically significant. Meanwhile, academic stress has a negative but insignificant effect on academic performance. The findings also show that work-life balance significantly enhances students’ self-efficacy, whereas academic stress significantly decreases self-efficacy levels. Furthermore, self-efficacy has a significant positive impact on students’ academic performance. However, the mediation test indicates that self-efficacy does not significantly mediate the relationship between work-life balance, academic stress, and academic performance. In general, the study underlines the importance of self-efficacy in supporting academic achievement among students. Therefore, universities are expected to promote programs focused on strengthening self-efficacy, improving stress management, and maintaining a healthy balance between academic responsibilities and personal life to support sustainable academic success.

The integration of educational technology has become increasingly important in supporting effective learning processes. Google Drive is one of the widely used cloud platforms for online storage, access, and collaboration in educational activities. This study aims to examine the factors influencing vocational school students’ perceived ease of use (PEoU) of Google Drive as a learning support tool. The research model was adapted from the Technology Acceptance Model (TAM) by incorporating external variables, including Computer Self-Efficacy (CSE), Perceived Enjoyment (PE), Perceptions of External Control (PEC), Technological Complexity (TC), and Facilitating Conditions (FC). Data were collected from 274 students at a public vocational school in Central Java using an online questionnaire. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS. The findings reveal that Computer Self-Efficacy, Perceived Enjoyment, and Perceptions of External Control significantly influence students’ perceived ease of use of Google Drive. In contrast, Technological Complexity and Facilitating Conditions do not significantly affect perceived ease of use. These findings highlight the importance of internal user perceptions in supporting educational technology adoption among vocational school students.

Adolescents have low levels of physical activity, one of which is caused by poor perceptions of the components of the Health Belief Model (HBM), while a sedentary lifestyle increases the risk of long-term health problems. This study aims to describe the HBM (perceived susceptibility, perceived severity, perceived benefits, perceived barriers, self-efficacy, and cues to action) in students before counseling, and analyze the differences in HBM (perceived susceptibility, perceived severity, perceived benefits, perceived barriers) after counseling with film media. The study used a quasi-experimental design with a cross-sectional approach, involving 51 eighth-grade students of SMP PGRI 363 Pondok Petir who were selected using a total sampling technique. Data were collected using pre-test and post-test questionnaires, then analyzed descriptively using the median as the cut-off point. The results showed an increase in all four HBM constructs evaluated: perceived susceptibility increased by 50.0% (median 14 to 21), perceived severity increased by 44.4% (18 to 26), perceived benefits increased by 44.0% (25 to 36), and perceived barriers increased by 54.5% (11 to 17). Before the counseling, the majority of students were in the medium category for self-efficacy (65%) and cues to action (96%), but these two constructs were not re-evaluated after the counseling. Further research is needed to fully measure the increase in students' HBM perceptions of physical activity through film media.

Teenage students in secondary school face a critical period in making career decisions, but many of them experience confusion and anxiety during this phase. This study aims to explore how self-efficacy and family support influence career decision-making among high school students or their equivalents. Qualitative research methods were used through a literature review, collecting data from various sources including journals, scientific studies, and related books. The results of the study show that self-efficacy significantly increases students' maturity and clarity in choosing their career paths. In addition, family support, both emotional and practical, plays an important role in increasing students' confidence and determination in choosing a career. The interaction between internal elements (self-efficacy) and external factors (family support) greatly influences the career decision-making process. This study highlights the importance of collaboration between schools and families in providing career guidance, social skills development, and effective communication so that students can make appropriate and realistic career decisions in line with their abilities and the demands of the job market. Students' willingness is shaped by internal influences such as self-efficacy and external influences such as family support. This study is important for understanding the role of these two factors in the career decision-making of high school students.

The transition toward Society 5.0 has transformed the educational landscape by requiring teachers to integrate digital technology into learning while maintaining a human-centered approach. However, preliminary observations at SMK Paramitha Bukittinggi revealed that many teachers still experienced difficulties in using digital technologies effectively, indicating challenges related to leadership support, digital competence, and self-efficacy. This study aims to analyze the influence of transformational leadership, digital competence, and self-efficacy on teacher performance in the Society 5.0 era. The research employed a quantitative approach with a causal associative design. The population consisted of all 35 teachers at SMK Paramitha Bukittinggi, and total sampling was applied so that the entire population served as research respondents. Data were collected through questionnaires using a five-point Likert scale and analyzed using multiple linear regression with the Ordinary Least Squares (OLS) method through SPSS version 25. The findings revealed that transformational leadership had a positive and significant effect on teacher performance (t = 2.407; p = 0.016), digital competence also had a positive and significant effect (t = 2.277; p = 0.027), and self-efficacy showed the strongest positive and significant effect (t = 15.658; p = 0.000). Simultaneously, the three independent variables significantly influenced teacher performance (F = 378.268; p = 0.000), with an adjusted R² value of 0.859, indicating that 85.9% of the variation in teacher performance could be explained by the model. The study concludes that transformational leadership, digital competence, and self-efficacy are critical determinants of teacher performance in the Society 5.0 era. Strengthening these factors can significantly enhance teachers' ability to adapt to technological advances and improve the quality of learning processes.

Background: Exclusive breastfeeding is crucial for improving maternal and infant health, yet its success remains inconsistent, influenced by psychological factors such as breastfeeding self-efficacy. Mothers with high confidence are more likely to maintain exclusive breastfeeding despite physical and emotional challenges postpartum. Limited evidence exists regarding this relationship at the community level. Objective: This study analyzed the relationship between breastfeeding self-efficacy and successful exclusive breastfeeding among postpartum mothers. Methods: A quantitative cross-sectional study was conducted in Sliyeg Village, the working area of Puskesmas Sliyeg, Indramayu, in March 2026. The population included postpartum mothers with infants aged 0–6 months. A total of 68 respondents were selected using purposive sampling. Data were collected using the Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF) and an observation sheet for exclusive breastfeeding success. The Chi-Square test was used for analysis with a significance level of α=0.05. Results: Most respondents had high breastfeeding self-efficacy (61.8%) and successfully practiced exclusive breastfeeding (66.2%). Statistical analysis showed a significant relationship between breastfeeding self-efficacy and exclusive breastfeeding success (p=0.001). Conclusion: Breastfeeding self-efficacy is significantly associated with the success of exclusive breastfeeding among postpartum mothers. Enhancing lactation education, family support, and counseling is recommended to strengthen maternal confidence and promote successful exclusive breastfeeding practices.  

Background: Exclusive breastfeeding is crucial for improving maternal and infant health, yet its success remains inconsistent, influenced by psychological factors such as breastfeeding self-efficacy. Mothers with high confidence are more likely to maintain exclusive breastfeeding despite physical and emotional challenges postpartum. Limited evidence exists regarding this relationship at the community level. Objective: This study analyzed the relationship between breastfeeding self-efficacy and successful exclusive breastfeeding among postpartum mothers. Methods: A quantitative cross-sectional study was conducted in Sliyeg Village, the working area of Puskesmas Sliyeg, Indramayu, in March 2026. The population included postpartum mothers with infants aged 0–6 months. A total of 68 respondents were selected using purposive sampling. Data were collected using the Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF) and an observation sheet for exclusive breastfeeding success. The Chi-Square test was used for analysis with a significance level of α=0.05. Results: Most respondents had high breastfeeding self-efficacy (61.8%) and successfully practiced exclusive breastfeeding (66.2%). Statistical analysis showed a significant relationship between breastfeeding self-efficacy and exclusive breastfeeding success (p=0.001). Conclusion: Breastfeeding self-efficacy is significantly associated with the success of exclusive breastfeeding among postpartum mothers. Enhancing lactation education, family support, and counseling is recommended to strengthen maternal confidence and promote successful exclusive breastfeeding practices.  

In the field of education, cheating remains a critical issue of academic dishonesty. This phenomenon does not merely affect students' grades but also obstructs the development of core character values, including integrity, responsibility, and independence in the pursuit of knowledge. This article aims to analyze the factors influencing cheating behavior and evaluate various forms of intervention from the perspective of early detection of problematic behavior. This study employs a literature review method, examining 20 relevant scientific articles published between 2021 and 2026. The findings reveal that cheating behavior is influenced by internal factors such as self-efficacy, self-control, self-confidence, religiosity, and self-esteem as well as external factors, including peer conformity, parental pressure, the learning environment, and evaluation systems. Effective interventions include group counseling services, classical guidance, modifications to evaluation systems, and the utilization of Artificial Intelligence-based technology to detect potential academic fraud. Consequently, efforts to prevent cheating behavior require a multidimensional approach involving students, teachers, parents, and school policies to cultivate an academic culture of integrity.

This study aims to examine the impact of academic burnout on students’ mental health in the context of hybrid learning through a literature review approach. The rapid transformation of learning systems in higher education, particularly the integration of online and offline methods, has increased academic demands and adaptation challenges for students. This condition potentially triggers academic burnout, which is characterized by emotional exhaustion, depersonalization, and decreased academic achievement. This research employs a literature review method by analyzing relevant scientific articles published between 2019-2025 obtained from indexed national journals and open-access sources. The findings indicate that academic burnout is still commonly experienced by students, generally at a moderate level, and has a significant impact on mental health, including increased stress, emotional fatigue, and decreased academic performance. The study also identifies several influencing factors, including internal factors such as self-efficacy and hardiness, as well as external factors such as social support, learning environment, and academic workload. Furthermore, technological developments, particularly Artificial Intelligence, have the potential to be utilized as an early detection and prevention tool for academic burnout. This study implies the importance of developing adaptive learning strategies and psychological interventions to support students’ well-being in hybrid learning environments.

This study aims to analyze the role of mindful leadership in preventing teacher burnout while fostering a healthy work culture in educational institutions. The method employed is a qualitative literature review with thematic synthesis of 31 recent scholarly articles published between 2022 and 2026, focusing on mindful leadership, teacher burnout, and educational organizational culture. The analysis reveals that mindful leadership not only emphasizes leader self-awarenessbut also includes emotion regulation, empathy, and quality social interactions within educational organizations. Mindfulness-based leadership practices are effective in enhancing teachers’ self- efficacy, psychological well-being, and creating supportive work environments. Furthermore, mindful leadership contributes to developing a healthy work culture by strengthening collaboration, communication, and trust values within schools. This literature synthesis provides significant contributions for academics in under standing the interplay between mindful leadership, teacher burnout, and work culture, while offering practical guidance for school principals in designing holistic and preventive leadership strategies. The study underscores the need forfurther empirical research to examine the effectiveness of mindful leadership across diverse educational contexts.

Burnout among nurses is a serious problem that can reduce the quality of nursing services and the well being of nurses. Work motivation and self efficacy are psychological factors that play an important role in reducing burnout. The aim is to minimize the occurrence of burnout among nurses in their performance.The purpose of this study is to determine the significance of the relationship between work motivation and self efficacy with the level of burnout among nurses. This research is quantitative in nature with a cross-sectional approach. Data collection was conducted using questionnaires administered to 98 respondents from the total population. The instruments used included a work motivation questionnaire (ERG), a general self-efficacy scale (GSES), and a Maslach Burnout Inventory (MBI). The data collected was processed using Spearman's test and ordinal logistic regression. Results researchers found that respondents who reported high work motivation numbered 89 respondents with a percentage of (90.8%), self-efficacy among nurses also showed a high category in 90 respondents with a percentage of (91.8%), and the majority of burnout levels were in the low category range of 65 respondents with a percentage of (66.4). Statistical tests showed a relationship between work motivation and burnout levels with a p-value of 0.000 (a = -0.358), and showed that there was a relationship between self-efficacy and burnout levels with a p-value of 0.013 (a = -0.250). Furthermore, multivariate statistics found that work motivation was the dominant factor influencing burnout with a p-value of 0.012 (E = -2.030). Conclusion there is a significant relationship between work motivation and self-efficacy with the level of burnout among nurses. Nurses with high work motivation and self-efficacy tend to have lower levels of burnout. Work motivation is a dominant factor in influencing burnout.

Burnout syndrome is a condition characterized by emotional exhaustion, depersonalization, and a diminished sense of self-efficacy that nurses often experience due to high workloads. One approach that can be taken to reduce the level of burnout syndrome is through mindfulness-based breathing exercises. The objective of this study is to determine the effect of mindfulness-based breathing exercises on the level of burnout syndrome among nurses in the inpatient ward at R. W. Mongisidi Teling Hospital, a Type II General Hospital in Manado. This study employed a quasi-experimental design using a one-group pretest-posttest approach. The study population consisted of 87 nurses, with a sample of 20 respondents selected using purposive sampling. Data collection was conducted using the Mindfulness-Based Breathing Exercise SOP and a burnout questionnaire. The data were then analyzed using a T-test with a significance level (α) of 0.05. The study results showed that the mean score for the burnout syndrome among nurses in the inpatient ward of R. W. Mongisidi Type II General Hospital before the mindfulness-based breathing exercise intervention was 43.65, and the mean score after the intervention decreased to 40.40. The T-test results yielded a p-value of 0.000 < 0.05, indicating a significant effect of mindfulness-based breathing exercises on the burnout syndrome levels among nurses in the inpatient ward of RS TK II. R. W. Mongisidi in Teling, Manado. Mindfulness-based breathing exercises have a significant effect on burnout syndrome levels among nurses because this intervention helps improve self-awareness, control emotions, and reduce work-related stress. Recommendation: This intervention can be routinely implemented in hospitals as an effort to improve nurses’ psychological well-being and the quality of healthcare services.

Burnout syndrome is a condition characterized by emotional exhaustion, depersonalization, and a diminished sense of self-efficacy that nurses often experience due to high workloads. One approach that can be taken to reduce the level of burnout syndrome is through mindfulness-based breathing exercises. The objective of this study is to determine the effect of mindfulness-based breathing exercises on the level of burnout syndrome among nurses in the inpatient ward at R. W. Mongisidi Teling Hospital, a Type II General Hospital in Manado. This study employed a quasi-experimental design using a one-group pretest-posttest approach. The study population consisted of 87 nurses, with a sample of 20 respondents selected using purposive sampling. Data collection was conducted using the Mindfulness-Based Breathing Exercise SOP and a burnout questionnaire. The data were then analyzed using a T-test with a significance level (α) of 0.05. The study results showed that the mean score for the burnout syndrome among nurses in the inpatient ward of R. W. Mongisidi Type II General Hospital before the mindfulness-based breathing exercise intervention was 43.65, and the mean score after the intervention decreased to 40.40. The T-test results yielded a p-value of 0.000 < 0.05, indicating a significant effect of mindfulness-based breathing exercises on the burnout syndrome levels among nurses in the inpatient ward of RS TK II. R. W. Mongisidi in Teling, Manado. Mindfulness-based breathing exercises have a significant effect on burnout syndrome levels among nurses because this intervention helps improve self-awareness, control emotions, and reduce work-related stress. Recommendation: This intervention can be routinely implemented in hospitals as an effort to improve nurses’ psychological well-being and the quality of healthcare services.