The flourishing of university students is influenced by various factors that significantly impact their well-being and academic performance, with suboptimal levels being a serious concern. Global issues of high dropout rates and low levels of flourishing among university students have prompted this study to identify factors contributing to student flourishing and describe the characteristics of students who achieve it. The review followed a rigorous protocol, including a comprehensive search across multiple databases, screening based on pre-established criteria, quality assessment using the MMAT tool, data extraction using NVivo 12 version 12.6.0.959 (64-bit), and matrix synthesis to identify patterns and gaps in the literature. Results reveal that psychological factors, meaning and purpose, personal projects, social support, social relationships, and environmental factors influence student flourishing. Flourishing students exhibit emotional and psychological well-being (37.5%), positive social functioning (31.25%), achievement and competence (18.75%), and positive psychological functioning (12.5%). These findings, consistent with previous research and flourishing theory, suggest the need for a holistic approach to promoting student flourishing through targeted interventions and recognition of flourishing characteristics. This comprehensive mapping of factors and characteristics of student flourishing can guide theory development and practical implementation in universities. Future research should consider longitudinal studies, replication in different contexts, qualitative research, and exploration of additional factors.

School Well-Being Siswa Sekolah Dasar dan Siswa Sekolah Menengah Pertama Pengguna Sistem Full-Day School di Indonesia

The aim of this study was to evaluate school well-being of achieving students in primary school that implement character education programs. This research used qualitative method, data was collected by using interview and observation with 2 primary subjects achieving student on academic or non academic skill, and 5 secondary subjects were teacher, parent, peer of primary subjects. Data was analyzed by Analysis Interactive Model with triangulation source validity. School well-being consists of four dimensions: having, loving, being, and health. The result of this study describes school well-being of achieving student in primary school with character education program.

Salah satu faktor yang berperan penting pada pendidikan inklusi adalah teman sebaya. Dalam berinteraksi dengan teman sebaya dibutuhkan empati. Empati dapat mendukung ABK mengembangkan kemampuan interpersonalnya. Penelitian ini bertujuan untuk mengetahui peran dukungan sosial teman sebaya terhadap empati di sekolah inklusi. Metode yang digunakan dalam penelitian ini ada metode penelitian kuantitatif. Subjek dalam penelitian ini adalah siswa SMP, SMK dan mahasiswa Perguruan Tinggi inklusi sebanyak 454 orang. Masing-masing subjek penelitian mengisi skala dukungan sosial teman sebaya dan skala empati. Data dianalisis menggunakan analisis regresi sederhana. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh yang signifikan dukungan sosial teman sebaya terhadap empati pada siswa SMP, SMK dan mahasiswa perguruan tinggi di sekolah inklusi.

The aim of this research to understanding rumination between adolescents and adults. This study refers to the dimensions of rumination such as brooding and reflection presented by Treynor, Gonzales, and Nolen-Hoeksema. The subjects in this study are divided into two groups, The first group is the age of adolescents with 101 subjects and the second group is the age of adults with 105 subjects. Determination of subjects using incidental sampling. Data collection techniques are carried out with questionnaires named Ruminative Responses Scale (RRS). The collected data were analyzed using independent sample t test. The results showed that there were differences of ruminations between adolescents and adults. The results also showed that the adolescents group had higher rumination than the adults group.

Mahasiswa banyak yang mengalami stress, Sebuah penelitian yang dilakukan oleh Rahim et.al (2016) mendapatkan hasil bahwa lebih dari 80% mahasiswa mengalami stres. Hal ini dapat disebabkan beban kerja yang tinggi, seperti halnya yang disampaikan oleh Kausar (2010) & Aam et.al (2017) menunjukkan bahwa ada hubungan positif antara beban kerja dan stres akademik dengan mahasiswa. Penelitian ini bertujuan untuk mengetahui peran academic workload terhadap academic stress pada mahasiswa yang berperan ganda. Subjek merupakan mahasiswa aktif di universitas yang memiliki aktifitas lain berupa bekerja part time, subjek sebanyak 130 partisipan dengan teknik accidental sampling. Pada penelitian ini menggunakan dua instrumen penelitian yaitu Scale of academic workload (a 0.859) dan scale of academic stress (a 0.888). Analisis data menggunakan analisis data regresi linier. Hasil penelitian menunjukan terdapat pengaruh positif academic workload terhadap academic stress pada mahasiswa yang berperan ganda (R = 0.237, p<0.05).