THE RELATIONSHIP BETWEEN OPTIMISM ANDPSYCHOLOGICAL WELL-BEING OF CLASS X STUDENTSSMAN1GONDANG
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ABSTRACT:. Adolescence is a period of risky behavior. The risky behaviors referred to here are things thatbecome stressors for adolescents that have a negative impact on their psychological well-being. The existence ofstressors that make adolescents, especially students, become a lot of pressure both mentally and academicallyrequires students to be able to maintain their psychological well-being well in stressful situations. From severalprevious studies, it was found that optimism is positively related to psychological well-being and can improvestudents' psychological well-being. However, the results of previous studies also show different results, thereforeresearchers want to know the relationship between optimism and the psychological well-being of students ofSMAN1Gondang.Theresultsoftheresearchthathasbeendoneshowthatthesignificancevalueobtainedis 0.00 which means that optimism is correlated with psychological well-being because it has a sig value <0.05.Meanwhile, when viewed from the Pearson value, the relationship between optimism and psychological well-being has a positive relationship, which means that if optimism increases, psychological well-being also increases.Optimismtowardspsychologicalwell-beinghasastrongcorrelationasevidencedbythePearsonvalueof0.711. Keywords-psychologicalwell-being,optimism,adolescence
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THE RELATIONSHIP BETWEEN OPTIMISM ANDPSYCHOLOGICAL WELL-BEING OF CLASS X STUDENTSSMAN1GONDANG
- 1. American Journal of Humanities and Social Sciences Research (AJHSSR) 2024 A J H S S R J o u r n a l P a g e | 160 American Journal of Humanities and Social Sciences Research (AJHSSR) e-ISSN :2378-703X Volume-08, Issue-06, pp-160-164 www.ajhssr.com Research Paper Open Access THE RELATIONSHIP BETWEEN OPTIMISM ANDPSYCHOLOGICAL WELL-BEING OF CLASS X STUDENTSSMAN1GONDANG LeniaNawangArum¹,MuhammadNurWangid² ¹FacultyofEducationandPsychologi,YogyakartaStateUniversity ²FacultyofEducationandPsychology,YogyakartaStateUniversity ABSTRACT:. Adolescence is a period of risky behavior. The risky behaviors referred to here are things thatbecome stressors for adolescents that have a negative impact on their psychological well-being. The existence ofstressors that make adolescents, especially students, become a lot of pressure both mentally and academicallyrequires students to be able to maintain their psychological well-being well in stressful situations. From severalprevious studies, it was found that optimism is positively related to psychological well-being and can improvestudents' psychological well-being. However, the results of previous studies also show different results, thereforeresearchers want to know the relationship between optimism and the psychological well-being of students ofSMAN1Gondang.Theresultsoftheresearchthathasbeendoneshowthatthesignificancevalueobtainedis 0.00 which means that optimism is correlated with psychological well-being because it has a sig value <0.05.Meanwhile, when viewed from the Pearson value, the relationship between optimism and psychological well-being has a positive relationship, which means that if optimism increases, psychological well-being also increases.Optimismtowardspsychologicalwell-beinghasastrongcorrelationasevidencedbythePearsonvalueof0.711. Keywords-psychologicalwell-being,optimism,adolescence I. INTRODUCTION During adolescence, both girls and boys are at risk of risky behaviors. The risk behaviors referred to hereare things that become stressors for adolescents that have a negative impact on their psychological well- being.Adolescents, especially high school students, are prone to stress due to academic pressure, high academic demands,friendshipproblemsandevenmanyofthemhaveproblemsintheirfamilies.Barseli(2018)inhisresearchexplai nedthat continuous curriculum changes and new environmental and social conditions such as a new learning climate,new teachers, new relationships with peers and other things are one of the causes that can cause academic stress instudents. This is because students are asked to adjust to changes in the curriculum and the new social environment.The existence of stressors that make adolescents, especially students, become a lot of pressure both mentally andacademically requires students to be able to maintain their psychological well-being well in stressful situations.Achievingpsychologicalwell- beingforadolescentsisanefforttofulfillpsychologicalneedsthatcanreducefeelingsofpressuredue to adolescents'unpreparednessin dealing withtheproblemstheyface(Harpan, 2021). IntheCompetencyStandardsforStudentIndependence(SKKPD),itisexplainedrelatedtothedevelopmental tasks ofadolescents, especiallyhighschool students. Inthis case,it includesthe developmental aspectsof emotional maturity. In the aspect of emotional maturity in high school adolescents who are classified as at anunstable age, emotional maturity is needed when they are faced with stressful situations (Tjukup, et al. 2020).Furthermore, from these developmental tasks, high school students who are at the adolescent stage of development,need to understand how to regulate emotions so that they are not stressed, anxious, afraid that interfere with theirmental health. Students are expected to maintain their mental health in order to have good psychological well- being.Furthermore, students are also expected to be able to solve the problems they face objectively and wisely so thatstudentsarenotvulnerabletostressbecausethey cannotsolveproblemsandhavean impacton mentalhealth. The researcher conducted the research at SMAN 1 Gondang because of its remote location and the parentsofmanystudentswhoarelaborersandlackineconomicterms.ResearchersconductedresearchespeciallyinclassX basedontheresultsofpreliminarystudiesthathavebeenconductedattheschool.Researchersconductedinterviewswith counseling teachers and students there by taking a sample of 3 students per grade level. From the results of theinterview,itwasfoundthatclassXstudentshadlowpsychologicalwell- being.Basically,classXstudentshavemanycomplaintsofquitecomplexproblemssuchasstress,anxiety,pessimism,feel
- 2. American Journal of Humanities and Social Sciences Research (AJHSSR) 2024 A J H S S R J o u r n a l P a g e | 161 ingdifficulttomakefriends,notbeingable to blend in, and confusion in determining targets in life. Based on the results of the preliminary study whichshowsthatstudentsdonothavegoodpsychologicalwell- being.Judgingfromtheaspectoflowself-acceptancefroma pessimistic attitude about self-ability. Low positive relationships with others, due to difficulties in getting alongwith fellow friends at school. From the aspect of life goals, they still have not directed their life goals and have notsettargetsinlife.Furthermore,fromtheaspectofmasteryoftheenvironment,ithasnotbeenshownwellinstudentsas seen from those who find it difficult to adjust to their school environment. However, in the aspect of studentautonomy, it is good as they do their own assignments and independently. Furthermore, from the aspect of personalgrowth, they show positive things where they can find the potential that exists in themselves to fill their spare timewhileathome. Therefore, researchersconductedresearch onstudentsofSMAN1 Gondang,especially classX. Psychological well-being is one of the important aspects that can build good mental health for students.According to Ryff (1989) psychological well-being is an individual's ability to accept himself and his past life, andbelieve that his life is very meaningful. Students who have good psychological well-being can live school life welland are able to face the challenges that exist in their lives. In addition to this, students are able to have better lifegoals, are able to relate well with others, can manage their own lives effectively and are able to manage thesurrounding environment, and can take steps to improve the quality of life to achieve their life goals. Ryff (1989)states that there are six aspects of psychological well-being, namely autonomy, mastery of the environment, self-acceptance, life goals, positive relationships with others, and personal growth. Ryff (1995) also explained thatindividuals who are able to achieve positive values in their lives tend to have life goals, vision and mission, anddirection that make them feel that life has meaning. Psychological well-being is something that an adolescent shouldhave at this time. This is related to the existence of adolescents who experience various life problems. Life problemsrelated to emotional well-being are usually related to thoughts and things that are closely related to negative feelingssuch as depression, anxiety, frustration, hope in life, the ability to relax themselves, and also have happiness in life(Bolang,2012). Research conducted by Nailul (2021) which explains that the psychological well-being of students inadolescenceisstillnotmaximallyachievedduetofactorsofstress,frustration,andhighacademicpressure.Students'div erse and complex problems are one of the challenges for schools, teachers and students themselves. Students'problemsolvingskillsareneededtosurviveinstressfulsituations.Highacademicdemandsmakestudentsfeelal otofstress.Factorsthatcausestudentstofeelstressedareacademicdemandsthatareconsideredtooheavy,poorexamresult s, piling up assignments, and social environment (Barseli, 2017). According to Perez (2012) there are severalfactors of psychological well-being, namely cognitive, meaning that individuals have self-acceptance, dignity,optimism,motivation,generalattitudetowardslifeandchallengesasimportantvariablesinunderstandingpsych ologicalwell-being.AccordingtoresearchconductedbyScheier&Carverin(Mishra,2013)explainsthatthereis a causal relationship between optimism and psychological well-being. This is because an individual who is moreoptimisticwillhavegoodcopingstrategiesindealingwithstress.ResearchfromPetersonin(Mishra,2013)explainst hat there is a positive relationship between optimism and good health, which has a good impact on psychologicalwell-being. According to research conducted by Harpan (2015), it explains that optimism and the center of control playa role in the psychological well-being of adolescents. Shaheen et al. (2014) explain that adolescents who have highoptimism will be far from mental health problems because there is no anxiety or tension, thus creating goodpsychological well-being in adolescents. Furthermore, based on research conducted by Nuha (2019), it is explainedthat optimism is positively and significantly correlated with adolescent psychological well-being, which is 31.3%.Furthermore, research conducted by Harpan (2015) aims to determine the role of religiosity, and optimism onpsychological well-being in adolescents. This research was conducted at SMUN 1 Turi Sleman. The results of thestudy optimism can provide a role to psychological well-being by only 18.5%. Some studies show different results,thereforeresearcherswanttoknowwhetheroptimismhasasignificantrelationshipwithpsychologicalwell- beinginclassX studentsof SMAN 1Gondang. II. METHOD Thisresearchusesquantitativeresearchwithexpostfactodesign.Thisstudyaimstofindtherelationshipbetween optimism and psychological well-being of class X students of SMAN 1 Gondang. Researchers usedPearsoncorrelationtestbecausethedatausedwerenormallydistributed.ThepopulationusedwasclassXstudentsof SMA Negeri 1 Gondang, Sragen Regency. The characteristics of this research population are school studentswithanagerangeof15- 17yearswhichareXgradestudentsofSMAN1Gondang.Inthisstudyusingprobabilitysampling technique using simple random sampling. In this study, construct validity was chosen by researchers toprovethe highorlowcorrelationinpsychologicalscaleitems.Theresults oftheinstrumenttest onthepsycholgical well-being scale, researchers used 48 items that were said to be valid. The results of the instrumenttest on the optimism
- 3. American Journal of Humanities and Social Sciences Research (AJHSSR) 2024 A J H S S R J o u r n a l P a g e | 162 scale, researchers used 40 items that were said to be valid from the 48 items tested. Thepsychological well-being scale with a total of 48 items has a validity coefficient value range of 0.198 to 0.620 sothatitcanbesaidtobevalid.Theoptimismscaletotaling40itemshasavaliditycoefficientvaluerangeof0.200 to0.664soitcanbesaidtobevalid.Afterobtainingthevaliditytestresults,areliabilitytestwasperformedonthe research data. Research items can be said to be reliable if they are close to 1.00, but if they are closer to 0, theitemsaresaid tobeunreliable(Periantalo,2016). The results of the reliability test on the psychological well-being scale are 0.865, and on the optimismscaleof0.862,itcanbeconcludedthatthepsychologicalwell- beingscaleandoptimismcanbesaidtobereliable,while when viewed from the degree of reliability coefficient according to Arikunto (2016) is in a very highcategory because 0.865 and 0.862> 0.80. This study uses two psychological scales, namely the psychologicalwell-being scale and the optimism scale. Researchers used a Likert scale for scaling techniques on psychologicalwell-beingand optimismscaleinstruments.The dataanalysis technique usedby researchers is descriptiveanalysisandusesPearsoncorrelationanalysistoseeifoptimismandpsychologicalwell- beinghaveasignificantrelationship.ThetestswerecarriedoutusingthehelpofStatisticalProductandServicesSolution(S PSS)version22. III. DISCUSSIONANDRESULTS ResultsofDescriptiveAnalysisofOptimism This study has three objectives that will be a description of the results of the study which include threethings, namely, (1) the level of optimism of grade X students of SMA Negeri 1 Gondang; (2) the level ofpsychological well-being of grade X students of SMA Negeri 1 Gondang in the face; and (3) the relationship ofoptimismtothepsychologicalwell- beingofgradeXstudentsofSMANegeri1Gondang.Basedontheresultsofdescriptiveanalysisthathasbeencarriedoutwit hthehelpoftheStatisticalandServicesSolution(SPSS)version22 application, it is known that the average, standard deviation of optimism and the category of optimism of 161XgradestudentsofSMANegeri1Gondanginthemoderatecategory.Thefollowingistable1whichistheresultof descriptive analysisof the level of optimism. Table1.ResultsofDescriptiveAnalysisofOptimism Variable N M SD Catergorization Optimism 161 113 12,7 Moderate ResultsofDescriptiveAnalysis ofPsychologicalWell-Being In this study, the results of quantitative descriptive analysis of the level of psychological well-being ofclass X students of SMA Negeri 1 Gondang were obtained. Based on the results of descriptive analysis that hasbeen carried out with the help of the SPSS version 22 application, it is known that the average, standard deviationof psychological well-being and the level of psychological well-being of 161 students of SMA Negeri 1 Gondangare in the moderate category. Furthermore, the results of descriptive analysis of the level of psychological well-being arepresentedintable 2.
- 4. American Journal of Humanities and Social Sciences Research (AJHSSR) 2024 A J H S S R J o u r n a l P a g e | 163 Basedonthetableabove,itshowsthatthesignificancevalueobtainedis0.000,whichmeansthatoptimismiscorrel atedwithpsychologicalwell-beingbecauseithasasigvalue<0.05.Meanwhile,whenviewedfromthePearson value, the relationship between optimism and psychological well-being has a positive relationship, whichmeans that if optimism increases, psychological well-being also increases. Optimism towards psychological well-being has a strong correlation as evidenced by the Pearson value of 0.711. Referring to this, it proves that theoptimism variable is significantly related to the psychological well-being of class X students of SMA Negeri 1Gondang. According to research conducted by, Shaheen et al. (2014) explain that adolescents who have highoptimism will be far from mental health problems because there is no anxiety or tension, thus creating goodpsychologicalwell- beinginadolescents.Inlinewiththisresearch,accordingtoHarpan(inIlhamuddin,etal.2017)optimismandcontrolcenter playasignificantroleinadolescentpsychologicalwell-being.Itcanbeinterpretedthatoptimism is important for adolescents, especially students, when facing academic problems to be able to survivewith positive thinkingpatternswhen understressfulconditionsin order to maintainmentalhealth. Anumberofpreviousstudiesexplainthatbothvariables,namelyoptimismandpsychologicalwell-being,are positively correlated. Such as research conducted by Harpan (2015); Parveen et al. (2016); Nuha (2019) whichshowsthatoptimismispositivelycorrelatedwithpsychologicalwell- beinginadolescents.Intheresultsofresearchthat has been conducted, it is obtained that the optimism variable has a positive relationship to psychological well-being. This is in line with Seligman's (2006) research which explains that individuals with good optimism reflectgood psychological well-being as well. The relationship of optimism with psychological well-being shows thatoptimism isable topredictpsychological well-being. Intheoptimismindicator,namelypersonalization,whichexplainsthatoptimisticindividualsareindividuals who believe that when experiencing success in an event is a factor from within themselves. This is inline with the indicator of psychological well-being, namely self-acceptance, which means that individuals are abletorecognizeandacceptallthegoodinthemselves.Sothatwiththis,individualsareabletobelievethatthesuccessthat occurs is from within themselves because individuals realize they have goodness or excellence in themselves.Inaddition,thenextindicatorofoptimismispermanence.Thisindicatorexplainsthatindividualsbelievethat goodevents will be permanent and bad events are temporary. This is in line with the indicator of psychological well-being, namely the purpose of life, which means order in life and feeling life has meaning. Individuals who believegood events are permanent and bad events in life are temporary mean that they have regularity in life to keepthinking positively in whatever events are being experienced. Furthermore, thus individuals are able to achieve ameaningfullife because they alwaysthinkpositively inexperiencinganevent. Other studies not only examine the relationship but also examine the role of optimism on psychologicalwell- being. Research conducted by Prayogi (2016) examined the role of optimism on psychological well-being invocationalstudents.Theresultsofthisstudyprovethatoptimismcontributes9.5%topsychologicalwell- beingand90.5%isinfluencedbyothervariables.Inlinewiththis,researchconductedbyHarpan(2015)foundthatoptimis mgave an influence of 18.5% on psychological well-being and 81.5% was influenced by other variables. From someof the research that has been described, it can be seen that there are other factors that affect psychological well-being besidestheoptimismvariable. IV. CONCLUSION The results of the research and discussion that have been obtained regarding the relationship betweenoptimismandthepsychologicalwell- beingofclassXstudentsofSMANegeri1Gondang,itcanbeconcludedthatthe level of student optimism in facing covid-19 students in class X SMA Negeri 1 Gondang is in the moderatecategory. The results that have been obtained show that in general students have not fully demonstrated how studentsremain in their positive thinking whatever circumstances are being experienced, faced, and are able to think thateverything that is being lived is a good thing, especially during the covid-19 pandemic. Furthermore, the level ofpsychologicalwell- beinginstudentsisincludedinthemoderatecategory,whichshowsthatstudentshavenotfullyfulfilled their psychological well-being to the fullest when covid-19 because there are several aspects that areclassifiedaslow.Optimismispositivelyrelatedtostudents'psychologicalwell-beinginfacingcovid- 19inclassXstudentsof SMA Negeri1Gondang. REFERENCES [1] Arikunto,S.(2016).Dasar-DasarEvaluasiPendidikan.Jakarta:BumiAksara. [2] Barseli,M.,Ahmad,R.,&Ifdil,I.(2018).Hubunganstresakademiksiswadenganhasilbelajar.JurnalEDUCATIO: JurnalPendidikanIndonesia,4(1),40-47. [3] Harpan,A.(2015).Peranreligiusitasdanoptimismeterhadapkesejahteraanpsikologispadaremaja.EMPATHY: JurnalFakultasPsikologi,3(1),1-17. [4] Harpan,A.(2021).PeranReligiusitasdanOptimismeterhadapKesejahteraanPsikologispadaRemaja.Empathy : JurnalFakultasPsikologi,3(1),1–18.https://doi.org/10.12928/empathy.v3i1.3198
- 5. American Journal of Humanities and Social Sciences Research (AJHSSR) 2024 A J H S S R J o u r n a l P a g e | 164 [5] Ilhamuddin,M.F.,Muslihati,M.,&Handarini,D.M.(2017).HubunganReligiusitas,Optimism,SocialSupport,d anPsychologicalWell-BeingPesertaDidikMANSe-KotaMalang. JurnalPendidikan:Teori,Penelitian,danPengembangan,2(3),350-355. [6] Mishra,K.K.(2013).Optimismandwell-being.SocialScience International,Vol29No1. [7] NailulIlhami,N.,Hertinjung,W.S.,&Psi,S.(2021).HubunganResiliensiDenganKesejahteraanPsikologisRem ajaSelamaPandemiCovid-19 DiSurakarta.Doctoraldissertation, UniversitasMuhammadiyahSurakarta. [8] Nuha Risthathi, U., Hertinjung, W. S., & Psi, S. (2019). HubunganOptimismedenganKesejahteraanPsikologis (Psychological Well- Being)PadaRemajadiPantiAsuhan. Doctoraldissertation,UniversitasMuhammadiyah Surakarta. [9] Parveen,F.,Maqbool,S.,&Khan,S.M.(2016).Optimismaspredictorofpsychologicalwellbeingamongadolesce nts.TheInternationalJournalofIndianPsychology,3(66),12-21. [10] Perez,J.A.(2012).Genderdifferenceinpsychologicalwell- beingamongFilipiniCollegeStudentsample.InternationalJournalofHumanitiesandSocialSciense,Vol2No13. [11] Prayogi,F.(2016).Hubunganefikasidiri,optimisme,dukungansosialdanpsychologicalwell- beingpesertadidikSMKNegerise-kotaMalang. [12] Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well- being. Journal of Personalityand SocialPsychology,57(6),1069–1081.https://doi.org/10.1037/0022- 3514.57.6.1069 [13] Ryff,C.D.(2014).Psychologicalwell- beingrevisited:Advancesinthescienceandpracticeofeudaimonia.Psychotherapyandpsychosomatics,83(1),1 0-28. [14] Ryff,C.D.(2014).Psychologicalwell- beingrevisited:Advancesinthescienceandpracticeofeudaimonia.Psychotherapyandpsychosomatics,83(1),1 0-28. [15] Ryff,C.D.,&Keyes,C.L.M.(1995).Thestructureofpsychologicalwell- beingrevisited.Journalofpersonalityandsocialpsychology,69(4),719. [16] Ryff,C.D.,&Singer,B.(1996).Psychologicalwell- being:Meaning,measurement,andimplicationsforpsychotherapyresearch.Psychotherapyandpsychosomatic s,65(1),14-23. [17] Seligman,E.M.(2008).Menginstaloptimisme.Bandung:PTKaryaKita. [18] Seligman,M.2006.Learnedoptimism.Howtochangeyourmindandyourlife,2nded.,NewYork:PocketBooks. [19] Shaheen, N., Andleeb, S., Ahmad, S., & Bano. A. (2014). Effect of optimism on psychological stress in breast cancer women. JournalofSocialSciences,Vol8No1.