The transition to college life often requires students to face various challenges and significant changes in their lives. Individuals who have a high level of subjective well-being tend to have the ability to assess life events in a more positive way. This study aims to analyze the relationship between religiosity and grit with subjective well-being in Psychology students at Universitas Islam 45 Bekasi. This study used a quantitative method involving 134 respondents who were determined using a non-probability sampling technique with a consecutive sampling method. Data collection was carried out using three psychological scales, namely the religiosity scale, the grit scale, and the subjective well-being scale, and the data analysis techniques applied included assumption tests using normality and linearity tests, as well as hypothesis tests using correlation tests and multiple linear regression analysis. The results showed that there was a significant positive relationship between religiosity and subjective well-being (r = 0.546, p <0.005), as well as between grit and subjective well-being (r = 0.738, p <0.005). Multiple linear regression analysis revealed that religiosity and grit together could predict 57.6% of the variance in subjective well-being (R2 = 0.576), (F(2,121) = 89.037), (p < 0.001), while the remaining 42.4% was influenced by other factors.

The transition to college life often requires students to face various challenges and significant changes in their lives. Individuals who have a high level of subjective well-being tend to have the ability to assess life events in a more positive way. This study aims to analyze the relationship between religiosity and grit with subjective well-being in Psychology students at Universitas Islam 45 Bekasi. This study used a quantitative method involving 134 respondents who were determined using a non-probability sampling technique with a consecutive sampling method. Data collection was carried out using three psychological scales, namely the religiosity scale, the grit scale, and the subjective well-being scale, and the data analysis techniques applied included assumption tests using normality and linearity tests, as well as hypothesis tests using correlation tests and multiple linear regression analysis. The results showed that there was a significant positive relationship between religiosity and subjective well-being (r = 0.546, p <0.005), as well as between grit and subjective well-being (r = 0.738, p <0.005). Multiple linear regression analysis revealed that religiosity and grit together could predict 57.6% of the variance in subjective well-being (R2 = 0.576), (F(2,121) = 89.037), (p < 0.001), while the remaining 42.4% was influenced by other factors.

This study aims to analyze the influence of self-concept and self-regulation on academic stress in students of Universitas Islam 45 Bekasi. A quantitative approach with a correlational design was used to test the relationship between these variables. Data were collected through a Likert-based questionnaire on 137 active students aged 18–23 years. The results of the analysis showed that self-concept had a significant negative relationship with academic stress, while self-regulation did not show a significant effect. These findings indicate the importance of self-concept in managing students' academic stress. Although self-regulation was not statistically significant, there was still a relevant negative relationship. The implication of this study is the need for self-concept development programs to support student well-being, while improving self-regulation can be considered in other contexts. This study provides new insights into managing academic stress and supports more effective interventions in higher education settings.

Academic help-seeking (pencarian bantuan pembelajaran) dan career adaptability (kemampuan beradaptasi dalam karier) adalah dua faktor penting yang mempengaruhi keberhasilan seseorang dalam mencapai tujuan karier. Academic help-seeking dapat membantu individu dalam memperoleh informasi dan dukungan dari orang lain dalam mengatasi masalah pembelajaran. Sementara itu, career adaptability memungkinkan individu untuk mengatasi perubahan dan tantangan dalam karier dengan lebih baik, dengan demikian kedua faktor tersebut memungkinkan untuk membentuk pola yang dapat diteliti. Namun demikian, saat ini belum banyak penelitian yang memperhatikan hubungan antara kedua faktor tersebut. Penelitian bertujuan mengembangkan pola Academic help-seeking dan Career adaptability. Academic help-seeking sebagai variabel masukan dan career adaptability sebagai variabel keluaran, masing-masing menjadi variabel untuk dijadikan model jaringan syaraf tiruan. Penelitian menggunakan model algoritma jaringan syaraf tiruan. Model penelitian bermanfaat memprediksi kemampuan beradaptasi dalam karier seseorang dengan melihat perilaku help-seeking dalam pembelajaran.

In higher education settings, undergraduates also face complex dynamics that include academic pressures, social changes, and personal development demands which can negatively impact aspects of psychological well-being in students. Various elements can affect a person's psychological well-being, including culture, age, gender, and the way a person interprets experiences in their life. This study aims to determine the effect of optimism and problem-solving skills on psychological well-being in college students. This research is correlational quantitative research. The subjects in this study amounted to 135 students. The sampling technique used is random sampling. The results showed that the F value was 152.525 with a significant value of p = 0.000 where (p <0.05) which means that there is a significant effect of optimism and problem-solving ability on psychological well-being, so Ha is accepted and the R2 coefficient value (R Square) of 0.835 or (84%) which this value shows the influence of optimism and problem-solving ability on psychological well-being by 84% while the remaining 16% is influenced by other variables not examined. This study concludes that optimism and problem-solving ability affect psychological well-being positively and significantly, which means that the more optimism and problem-solving ability increase, the more psychological well-being levels will increase

Social interaction has become a crucial need for students in the university environment, but individual conflicts can pose challenges. Conflict is a part of life, but if not handled properly, it can be difficult to control. This research aims to explore the relationship between religiosity and empathy with forgiveness behavior, utilizing a quantitative approach. The research sample involves 135 active students from Universitas Islam 45 Bekasi. The analysis results indicate that there is no significant linear relationship between religiosity and forgiveness, and there is no significant linear relationship between empathy and forgiveness. These findings illustrate that a high level of religiosity does not necessarily indicate positive forgiveness behavior, and empathy does not always contribute to the formation of forgiving attitudes. Additionally, the research highlights other contributing factors to forgiveness not addressed in the study, such as relationship quality, personality types, and attack characteristics. Therefore, further research is needed to identify and measure the influence of these factors. Furthermore, the research results indicate that 88% of other factors influencing forgiveness remain unexplored, emphasizing the need for further research with larger and more diverse samples.

Academic stress experienced by students can arise from various factors, such as competition for achievements, pressure to excel academically, high GPA demands, diverse coursework tasks, and the risk of dropping out. Efforts to address this academic stress involve self-regulation, including motivation to set life goals, designing action strategies, and self-efficacy to control activities and manage time efficiently, thereby assisting students in overcoming obstacles in the academic context. The subjects in this study are students at Universitas Islam 45 Bekasi. The research on the influence of self-regulation and self-efficacy on academic stress employs a quantitative method. The analysis of Pearson product-moment correlation indicates a significant negative relationship between self-regulation and academic stress. However, the results of the Pearson product-moment correlation show no significant relationship between self-efficacy and academic stress.