THE INFLUENCE OF STUDENT STRESS ON COLLABORATIVE EFFORTS OF INTERNATIONAL PUBLICATIONS: THE MEDIATING ROLE OF STUDENT REWARD AND PSYCHOLOGICAL CAPITAL Текст научной статьи по специальности «СМИ (медиа) и массовые коммуникации»

Original article

The Influence of Student Stress on Collaborative Efforts of International Publications: The Mediating Role of Student Reward and Psychological Capital

S. Indartono", T. Mahfud"*, Sukidjo", Sutirman", Susilawati

a Yogyakarta State University, Yogyakarta, Indonesia b Balikpapan State Polytechnic, Balikpapan, Indonesia, * tuatul.mahfud@poltekba.ac.id c Syiah Kuala University / Universitas Syiah Kuala, Aceh, Indonesia

Introduction. The international publication is now a requirement for graduate students. It is part of the strategy of higher education institutions to improve their quality and compete at the global level. Hence, their intention to develop academic networks and their level of acceptance at the international level. Accordingly, this study seeks to investigate the mediation role of reward and psychological capital on stress relations and student effort for international joint publications.

Materials and Methods. There are 421 master and doctoral students employed in this research. The data collected by questionnaire. The Structural Equation Modeling (SEM) is used to analyze the data.

Results. The results show that the reward and psychological capital mediate the effect of stress on the student effort for international joint publication. The overall analysis shows that stress does not affect the student effort for international joint publication. Hence the mediation analysis is necessary for explaining the evidence of the stress-effort relationship. The reward is found significantly mediated by the stress-effort relationship and stress-psychological relationship, and the psychological shows a significant effect on the reward-effort relationship. The model of this study represents the joint mediation effect of rewards and psychological capital on the stress-effort relationship in the satisfactorily model of compliance.

Discussion and Conclusion. This finding makes researchers develop the integrated behavioral model of stress-effort relationship by using various behavioral mechanisms in order to extend student achievement on international publication.

Keywords: international joint publication, student effort, stress load, reward, psychological capital

Funding: This work was funded by the Institute for Research and Community Service at Yogyakarta State University.

Acknowledgments: We wish to acknowledge that this research has been carried out at the Yogyakarta State University postgraduate program involving master and doctoral students. We thank all Yogyakarta State University graduate students involved in providing data for our project. And we grateful to the Yogyakarta State University postgraduate management for the support of data collection permission. Finally, we thank the Institute for Research and Community Service of Yogyakarta State University for research funding support.

The authors declare no conflict of interests.

For citation: Indartono S., Mahfud T., Sukidjo, Sutirman, Susilawati. The Influence of Student Stress on Collaborative Efforts of International Publications: The Mediating Role of Student Reward and Psychological Capital. Integratsiya obrazovaniya = Integration of Education. 2020; 24(4):561-575. DOI: https://doi. org/10.15507/1991-9468.101.024.202004.561-575

ISSN 1991-9468 (Print), 2308-1058 (Online)

http://edumag.mrsu.ru

УДК 378:159.944.4

DOI: 10.15507/1991-9468.101.024.202004.561-575

© Indartono S., Mahfud T., Sukidjo, Sutirman, Susilawati, 2020

Контент доступен под лицензией Creative Commons Attribution 4.0 License. The content is available under Creative Commons Attribution 4.0 License.

Оригинальная статья

Влияние студенческого стресса на совместные усилия в сфере международных публикаций:

посредническая роль студенческого вознаграждения и психологического капитала

С. Индартоно1, Т. Махфуд2*, Сукиджо1, Сутирман1, Сусилавати3

1 Джокьякартский государственный университет, г. Джокьякарта, Индонезия 2 Баликпапанский государственный политехнический институт, г. Баликпапан, Индонезия, * tuatul.mahfud@poltekba.ac.id 3 Университет Сиа Куала, г. Банда-Ачех, Индонезия

Введение. С целью улучшения качества образования в мировом масштабе вузы рекомендуют студентам уже на этапе обучения развивать свои академические связи и уровень признания в международном сообществе. Цель статьи - проанализировать посредническую роль вознаграждения и психологического капитала в стрессовых ситуациях и усилиях студентов для совместных публикаций в международных изданиях. Материалы и методы. Для изучения проблемы было проведено анкетирование, в котором приняли участие 421 человек (293 - юноши, 128 - девушки). Для анализа полученных результатов использовалось моделирование структурным уравнением (SEM).

Результаты исследования. По итогам проведенного исследования было выявлено, что вознаграждение и психологический капитал нивелируют влияние стресса на усилия студентов по реализации совместных международных публикаций. Результаты общего анализа показали, что стресс не влияет на усилия обучающихся по подготовке совместной международной публикации. Анализ медиации необходим для приведения доказательств взаимосвязи стресса и усилий. Вознаграждение в значительной степени опосредованно отношениями стресса и усилий, перенапряжения и психологического отношения, а психологические данные свидетельствуют о значительном влиянии на взаимосвязь стресса и усилий. Данное исследование представляет собой совместное посредническое влияние вознаграждения и психологического капитала на соотношение стресса и усилий в удовлетворительной модели соответствия. Обсуждение и заключение. Полученные результаты могут стимулировать исследователей разрабатывать интегрированную модель взаимосвязи стресса и усилий, используя различные поведенческие механизмы с целью повышения результативности студентов в международной публикационной активности.

Ключевые слова: международная совместная публикация, студенческие усилия, стрессовая нагрузка, вознаграждение, психологический капитал

Финансирование: данная работа была поддержана грантом Института исследований и общественных работ при Джокьякартском государственном университете.

Благодарности: исследование проводилось в аспирантуре Джокьякартского государственного университета с привлечением студентов магистратуры и докторантуры. Авторы статьи выражают благодарность всем аспирантам, руководству аспирантуры Джокьякартского государственного университета за сотрудничество в процессе сбора данных, Институту исследований и общественных работ Джокьякартского государственного университета за финансовую поддержку исследований.

Авторы заявляют об отсутствии конфликта интересов.

Для цитирования: Влияние студенческого стресса на совместные усилия в сфере международных публикаций: посредническая роль студенческого вознаграждения и психологического капитала / С. Индартоно, Т. Махфуд, Сукиджо [и др.]. - DOI 10.15507/1991-9468.101.024.202004.561-575 // Интеграция образования. - 2020. - Т. 24, № 4. - С. 561-575.

Introduction

Today, academic writing and publishing in Higher Education Institutions (HEI) have become an essential aspect of the scientific community. The concept - publish or perish, which signals the importance of publishing research results, has also affected academe and

universities. Hence, scholars increased their attention on the issues of publication [1-5]. However, to improve the quality of HEI, other scholars suggested increasing the number of joint publications with other countries [4]. The new premise of "publish or perish" describes their scientific productivity efforts [2].

The publications are an indicator of the research objective for the final goal of success that is required in obtaining research funding from the government1. It is also needed for the graduation of academic studies2. According to Dhillon, Ibrahim, and Selamat, the productivity of academic publications is believed to be the most influenced by personal, environmental, and behavioral factors [6]. Although there have been many studies discussing the quality of papers, the review of the issues of effort on academics to carry out international joint publications is lost in mind [7; 8].

Empirically, academic writing, and publishing issues for academics encounter several obstacles, including situational and personal barriers [4]. However, the particular aspect is argued to be the most critical role in determining individual behavior3. For example, graduate students face difficulties in finding good ideas [9], writing and language skills, understanding of publication processes, and their personality [10-12]. The feelings of inadequacy, low self-confidence, fear of rejection, or lack of knowledge of the writing process, funding, time for research and publications, research and publication of experience are also found as obstacles for academics [13; 14].

Building on this extensive data, it can be understood that personal factors are a determinant for graduate students to increase the quantity and quality of research collaboration with writers from other countries. Previous studies revealed that the proximal sets of influences (e.g., student stress, reward, and psychological capital) factors have more predictive power on individual behavioral outcomes (e.g., effort) [15]. The Cognitive Load Theory includes mental load (ML), mental effort (ME), and performance (PE) [10]. Accordingly, the study by Swell-er, Ayres, and Kalyuga revealed that mental load correlates positively with mental effort4.

The previous study concluded that the study of student stress (mental load), reward, psychological capital, was significant factors on students' effort. However, there is limited information on the logic of students' effort on publication. Scholars [16] argue that the effects of stimuli on behavior are mediated by various transformation processes internal to the organism. Therefore, a study is needed to explore the joint mediation effects that focus on the most proximal situational and personal influences on the effort of postgraduate students to carry out international joint publications. Scholars explain that the importance of personality dimensions on student efforts include mental load (student stress) [17], and psychological capital which includes self-efficacy, optimism, hope, and resilience [18; 19]. However, rewards [20] are believed to be the most critical determinant of an external factor. Thus, the purpose of this study is to develop and investigate the relationship model between student stress, reward, psychological capital, and effort of postgraduate students in conducting international joint publications.

Literature Review The Nature of the Model of Students' Stress and Effort Relationship on Publication Assignments. Publishing papers from research results is an essential aspect of research productivity5 [21-23] and become a global requirement in the scientific field. The worldwide requirement and those academic policies are believed to be stressors to endorse academics to increase their effort to anticipate the term of "publish or perish". Theoretically, individual with work stress needs an additional effort to prevent the achievement of their performance [24]. The students are likely to show their efforts to accomplish their assignments are influenced by positive attitudes, efforts' expectations,

1 Ditjen DIKTI Kemdikbud. Pedoman Operasional Penilaian Angka Kredit Kenaikan Pangkat/Jabatan Akademik Dosen [Directorate General of Higher Education, Ministry of Education and Culture. Operational Guidelines for Assessing Lecturers' Academic Rank Promotion / Position Credit]. Jakarta: Ditjen DIKTI Kemdikbud; 2014. (In Ind.)

2 Dirjen Belmawa Ristekdikti. Kementerian Riset, Teknologi, Dan Pendidikan Tinggi Direktorat Jenderal Pembelajaran Dan Kemahasiswaan [Director General of Belmawa Ristekdikti. Ministry of Research, Technology and Higher Education, Directorate General of Learning and Student Affairs]. Jakarta; 2016. (In Ind.)

3 Bandura A. Social Learning Theory. New York: General Learning Press; 1971. (In Eng.)

4 Sweller J., Ayres P., Kalyuga S. Cognitive Load Theory. New York, NY: Springer; 2011. (In Eng.)

5 Ynalvez M.A. Dynamics of Globalization in Philippine Scientific Communities. Baton Rouge, LA; 2006. (In Eng.)

and performance expectations [25]. The students with higher academic stress need better self-efficacy in their efforts to reach more academic success. They who believe in having more substantial competencies on his/her self-perception tend to show a better effort to reach his/her goals [26].

Empirically student stress is found to be indicated on the positive relation on effort [27; 28]. The students with strong motivation were less affected by academic and stressful policies. Guaranteed levels of stress will create opportunities for students to practice and consolidate their skills. It was found that students meet the high challenge of academic stress which will exert their effort as an educational experience, although it can lead to temporary unpleasant experiences. Hence, students' aim on international joint publication is related to the level of their academic stress.

Study 1: Role of Mediation Reward on Relationship between Student Stress and Effort. The reward on education being the significant traits of pedagogy, maximizes student utility for pure self-interest, and essential to influence how students evaluate their achievements [29-31]. It may be used to encourage people to make specific efforts [20]. Theoretically, according to Job Demand-Resources theory, the beneficial aspects of a particular work are the valuable resources needed by one [32]. For example, studies conducted by Huang and Shen [33] reveal that research productivity is primarily determined by funding. Individual behavior is determined mainly by the value of prospective rewards for the amount of effort needed to achieve it [34]. The issues of academic collaboration lead to the benefit of each party to increase trust, mutuality, and reciprocity among them, that in turn, related to the level of effort shown [35]. Higher requirements and activities of academic collaboration are often felt like a heavy workload.

Empirically, the study found that rewards support an excellent spirit and foster perception of responsibility and the importance of a student's contribution to success. It is also found that mediate the training, goal setting on various outcomes [36-40]. The hidden power of -even- the small rewards able to in-

crease the students' autonomous motivation to learn [41; 42]. With rewards, the requirement to be innovative, independent, have the freedom to determine their learning methods to generate the ability of creative decision making, independent, and independence can be achieved more effectively. However, others found that students are actively engaged in exploring, learning about, and in intimate relation with their relevant universe, would not need external motivation in terms of reward and punishment [43]. It is related to the cognitive motivation theory that argues one with sufficient internal motivation tends to reject external motivation. Accordingly, it is argued that the higher stressor of academic collaboration work will require the additional benefit/reward to lead a better effort to reach a higher level of publication quality. Thus, the hypothesis proposed is:

Hypothesis 1: The reward mediates the effect of student stress on their effort for international joint publication

Study 2: The mediating role of Psychological Capital on Student Stress and Effort. Scholars found many results of stress-effort relationships [44-49]. They mostly indicated that stress has a reverse effect on smb's efforts. Few of them argue that stress is useful to increase effort at work. However, psychological studies affirm that there are a reverse U shape curve of stress and other behaviors and or attitudes. Whereas others indicate, the stress-effort has no significant effect. The academic pressure on graduate students to publish their research brings up the mental burden for students. Scholars found that the strong academic requirement to reach better writing performance and publication promotes the various form of work-stress [11; 50; 51]. However, there are very few found that students failed to be graduated at the graduate level. The contribution of the quality of supervision, insufficient self-discipline of students, too regulated activity on students, and the future is perceived as simple by students, has been often indicated as the main reason for the failure of graduate students [52; 53]. Accordingly, it suggests that the improvement of a load of study can be followed by postgraduate students to reach their learning requirements. However, the

way graduate students can overcome the challenge of the increase of the learning outcomes has not been well identified.

Theoretically, stress at academic workable to be explained by the Cognitive Load Theory (CLT). Stress is an individual cognitive capacity that is built from multidimensional constructs to do the tasks, to learn, or to solve the problems6. It can be measured by the mental load (ML), mental effort (ME), and performance attributes [8]. The ML is the cognitive capacity needed to process task complexity, while ME as the cognitive ability invested by an individual while working on a task [17]. Thus, the interaction of those three attributes is indicated to be significant to encourage students' productivity of writing and publication. The explanation of the stress-effort of student publication is likely to be defined by the psychological readiness quality of student. Hence, the psychological capital (PsyCap) is needed to measure the students' effort on academic publication performance. The PsyCap is a condition of positive individual psychological development which is characterized by four indicators: having confidence (efficacy) to take and place the effort needed to succeed in a challenging task; making positive attribution (optimism) about success now and in the future; diligent towards the goal, and if necessary, directing back to the target (hope) to succeed; and when hit by problems and difficulties, maintaining and bouncing back and even surpassing (resilience) to achieve success [18; 19]. Those indicators are predicted to weaken the role of stress on the students' intention to finish their study [19; 54-57].

Empirically, PsyCap is found to mediate the relationship between work stress and psychological well-being (PWB). It does not provide a significant adverse effect of work stress on PWB. The efficacy, hope, resilience, and optimism mediate the stress and PWB [58]. Previous studies revealed that developing individual PsyCap can help one deal with stress in the workplace [59], whereas others showed that student stress is related to PsyCap [60]. There was a significant positive relationship between PsyCap

and desired employee attitudes (job satisfaction, organizational commitment, psychological well-being), desired employee behavior (citizenship), and various measures of performance (self, supervisor evaluation, and objectives) [18; 57; 61-63]. Thus, it is believed that the positive PsyCap may increase the effect of students' stress on their effort for international joint publication. Accordingly, the hypothesis proposed is:

Hypothesis 2: The Psychological Capital mediates the effect of student stress on their effort for international joint publication

Study 3: Simultaneous Role of Reward & Psychological Capital on the Relationship between Student Stress and Effort. The student with high stress on their daily academic work will need the external source of motivation to change and or compensate their self-efficacy, optimism, hope, and resilience to increasing their effort to reach the challenge achievement of study. Thus, the graduate students who are loaded by heavy academic stress on international joint publications need to be rewarded for changing their attitude that, in turn, they have a better effort to achieve their publication requirement. The stressor is argued to be diminished by sufficient academic rewards to change students' psychological capital to escalate the students' attempts to reach better achievement. Theoretically, adopting the concept of Cultural Intelligent motivation, the student's desire and ability, able to reach cognitive competencies and its benefits and rewards [40]. They, with high academic stressors, try to gather the benefits and rewards. The reinforcement and self-efficacy motivation theory is employed to explain the phenomenon of this student stress and effort relationship. The reinforcement is related to a social-cognitive approach that engages emotion, motivation, and learning and associated with goal-driven motivators and those sensitive to reward [64; 65]. However, scholars argue that learning based on reinforcement is unstable [66]. Hence, a self-efficacy approach is needed to determine whether coping behavior will begin, how much effort will be spent, and how

6 Sweller J., Ayres P., Kalyuga S. Cognitive Load Theory.

long it will be sustained in difficulties and unpleasant experiences [67]. Based on the Self-based Model [68], stress experiences as trigger events encourages the individual's internal and external subtle changes that, in turn, facilitate personal growth and development. Thus, the stressful student will tend to change their behavioral subtlety to grow by the appropriated academic rewards. The mismatch rewards on students generate student burnout rather than the student's show their self-efficacy and resilience on the study as the result from the long-term and unresolvable stress [69].

Empirically, scholars show that rewards and psychological capital potentially mediate the model of behavioral study. The reward shows a role in stressful and efforts relationship, whereas PsyCap is found to be a good mediator for the relationship between stress and student effort on learning [18; 32; 34; 61; 62; 70]. The individual perceptions of rewards play a role in fostering various behaviors to reach inevitable consequences. However, it depended on the nature of rewards, and the context of it's offered. Hence, reward mediates on the enhancement of risk-taking effort.

Nevertheless, someone who is more oriented toward the rewards tends to show negative peer relationships, which may result in aggressive behavior [71]. Accordingly, the nature of their psychological circumstance is needed. Scholars found that PsyCap is potentially mediate the stress and meaning of life [72]. The role of mediators of PsyCap is to increase the perception of being essential and worthwhile and to increase the adjustment of their goal and the beliefs of capabilities and utilize a more significant effort towards goal achievement. Thus, it is believed that these two constructs create a joint mediating role in the relationship between student stress and their efforts to carry out international scientific publications. Students who rewarded in their academic work will promote better self-efficacy, optimism, hope, and resilience that, in turn increase their effort gaining join international publications. Accordingly, the hypothesis can be set as follows:

Hypothesis 3: The reward mediates the effect of student stress on their psychological capital for international joint publication

Hypothesis 4: The reward & Psychological Capital mediates the effect of Student stress on their effort for international joint publication, simultaneously.

Research Conceptual Framework. Many studies examined the importance of effort in improving performance. The effort is considered to be an essential aspect of increasing one's capacity [7; 8]. The effort is influenced by several important factors which include student stress/mental load [17], rewards [20], and psychological capital [18; 19; 26; 73]. The model in Figure 1 presents direct effects and mediation between research variables (student stress, reward, psychological capital, and effort). Referring to the previous study, the higher role of reward and psychological capital increases the significance of the relationship between stress and effort for students to collaborate with international publications [20; 58]. The focus of this study is to examine the relationship between student stress, reward, psychological capital, and effort, and investigate the role of reward and psychological capital on the relationship between student stress and effort for students.

F i g. 1. The conceptual model

Materials and Methods

Participant. This study surveyed graduate students who are obligated to make international scientific publications. Random online questionnaires were distributed to postgraduate students in Indonesia. There are 421 questionnaires from the 600-distributed sent to be analyzed. The respondents are 293 (70%) male and 128 (30%) female students.

Instrument. The Effort Questionnaire from Krell (2017) is used to develop the instruments of student effort for international publication. Whereas Student reward and stress are measured by developing the Effort-Reward Imbalance (ERI) Questionnaire from Siegrist et al. Further construct of Psychological Capital is a design based on Psychological Capital (PsyCap) Questionnaire (PCQ) [18]. The five-point Likert scale (strongly disagree to agree strongly) is used.

Results

Validities and Reliabilities of Instruments. A Cronbach's person correlation and alpha test were employed to analyze the instruments' validity and reliability. The confirmatory factor analysis shows that all items in table 1 show valid values (.272** ~ .798**). Table 2 shows that the correlation among the construct indicates that the variable of stress, reward, psychological capital, and effort is different from each other that represents the construct validity with r value is less than .85. In contrast, those instruments are reliable, with the value of Cronbach is higher than .65 [74].

T a b l e 1. Item Validity of the instrument

Variables (N)

Student stress Reward

Psychological capital Effort

Note. ** = Significant (p = 0.01).

Validity .450** ~ .798** .449** ~ .706** .272** ~ .629** .431** ~ .723**

T a b l e 2. Correlations among the variables (N = 421) and reliability of the instrument

Variabel Mean SD 1 2 3 4

1 Student stress 3.24 .57 .657

2 Reward 3.51 .47 .239** .802

3 Psychological capital 3.40 .40 .125** .585** .781

4 Effort

3.30 .52 .172** .443** .446** .651

Note. ** = Correlation is significant at the 0.01 level (2-tailed). Reliability of the instrument is on the bold (Cronbach).

The Systematic and Hierarchical Analysis of the Model. Structural equation modelling (SEM) analysis is used to test the mod-

el of stress, reward, psychological capital, and effort for international scientific publications for graduate students. The results show that the model is statistically accepted (RMSEA = .068; CMIN / DF = 2.982; GFI = .997; AGFI = 965; CFI = .993) is satisfactorily accepted (see Figure 2) [75].

Note. Shi-Square = 2.982, Probabilitas = .084, GFI = .997, AGFI = .965, TLI = .963, CFI = .994, RMSEA = .068.

F i g. 2. Measurement model of student stress, reward, psychological capital, and effort for international publication

Table 3 shows that the results of SEM analysis indicate that student stress has a significant direct effect on student perceptions of reward (.239**) and simultaneously has an impact on psychological capital (.589**) and student effort (.276**). Meanwhile, student stress negatively affects psychological capital (-.016**). The reward has a significant effect on effort (.276), and psychological capital has a significant impact on the effort for international publications for graduate students (.285).

T a b l e 3. Direct and indirect effect of student stress, reward, and psychological capital on students' effort to international publication

Direct Indirect Total

Student ^ Reward 0.239 0 0.239 stress

Student ^ Psychological -0.016 0.141 0.125 stress capital

Reward ^ Psychological 0.589 0 0.589 capital

Psycholog- ^ Publication 0.285 0 0.285 ical capital Effort

Reward ^ Publication 0.276 0.168 0.444 Effort

Discussion and Conclusion

The effort is the central aspect that encourages individuals to act and a potential predictor for increasing one's capacity. Thus, the role of student effort is vital to improve the performance of international publications. Recently, the necessity of international publications for graduate students has become a requirement and pressure in their studies. Those who fail in making international publications will be threatened not to pass their education. It is believed to be a pressure for students to complete their studies and increase their effort to collaborate with international publications. This pressure lays mental burdens on students in the form of stress to reach the target of international publications.

This study shows that the stress effect on effort is related to rewards and psychological capital, as well as the Social Learning Theory of Bandura7, which indicates the stress-effort relationship is dependent on psychological capital and reward. The addition of psychological capital on the model able to clarify the effort of a student forms on the international joint publication. The result of the analysis shows that the stress of students has no significant direct effect on their effort. However, the indirect impact of stress on their effort found a significant result mediate by reward. Hence, the graduated students must be rewarded to increase their efforts, such as provide sufficient advisors on academic writing and publication. Based on the theory of equity, students who are rewarded sufficiently in academic works tend to release their psychological burdens such as stress to work harder, reaching their graduation requirements by evolving the international joint publication. Students take into consideration their stress to improve their effort on the global joint publication based on the rewards they receive. With enough rewards, students are encouraged to share their knowledge with others in the scheme of international journal publication [76].

The psychological capital has also found as a function of mediation between student stress and the effort on international joint

7 Bandura A. Social Learning Theory.

publication. The students' psychology capital on international publications has a vital role in encouraging the efforts of international publications. Thus, students with better self-efficacy, optimism, hope, and resilience will perceive stress as a motivator to undertake the international joint publication. It seems that PsyCap plays a role in reducing the effect of student stressors on their efforts and enhance the desired employee attitudes, desired employee behavior, and performance as well as previous findings [58; 59; 62]. A student with high stress at academic workable to manage his/her effort on international joint publication if he/she believes that his/her ability can accomplish any tasks and to deal with any challenges in life [77; 78]. However, he/she tends to take adaption in the process of decision making, such as more calculated risks due to their confidence that they will successfully perform an effort on specific risky activities [77; 79]. Accordingly, the stress at academic work is counted and compared to his/her capability to decide the most appropriate way to reach the goal of an international joint publication.

The optimism of students conveys their psychological adaptation on transition and thus engaged in the process of making successful transitions [80]. Their positive expectancies are related to their mental health symptomatology as the coping mechanism to adapt to their academic stressor [81]. Thus, they who encounter stress at academic work use their optimism to develop their adaptation, restructure their cognitive frame of unfavorable events in a positive light, and promote greater use of engagement strategies to deal with their challenge engaging international joint publication [82]. Whereas, the students who have a better hope, is likely to set goals towards their future, calculate that there is a more than a fair chance of achieving the goal, and develop new ways to achieve the goals [83]. Thus, the existent of hope for a student on their academic stress convey them to build a strong sense of their identity and re-develop their setting of the goal on publication works [84]. To investigate the role of resilience, a previous study

indicated that the students who are resilient able to regain balance and keep going despite adversity and find meaning amidst confusion and turmoil [85]. Hence, they use their previous experience in publication to stimulate finding various opportunities and obstacles to reach their international publication.

The joint mediation effect thereby shows that the rewardable to reduce the impact of student stress on their psychological capital. The appropriate rewards create the positive psychology capital of students to deal with their publication and graduation requirements. It may reduce the negative effect of stress on their self-efficacy, optimism, hope, and resilience to develop the international joint publication. Hence if one is rewarded without being empowered, there will result in lower performance. The student with better self-efficacy will be more inclined to translate perceived autonomy at work into desirable, innovative outcomes [86]. A performance-rewards gap must be avoided by the touch of physiological empowerment, such as self-efficacy, to serve as a proximal motivation factor [87; 88]. Thus, if the rewards offered are attractive, students who feel better self-efficacy are assumed to handle an increase in intrinsic motivation and, therefore, will be more motivated to perform well in their works even if those are difficult tasks.

The rewards and optimism are believed to explain significantly how stress influences the effort of students on international joint publication. The reward compensates for one work, whereas optimism is a requirement for coping with all stress forms that in turn, generate a high level of enthusiasm for shared values and objectives [89; 90]. Accordingly, they will show an optimal effort working on the international joint publication. The rewards and hope strengthen the stress-effort of student's relationship on international joint publication. Thus, it is plausible that students on academic stress able to focus on their publication achievement and

may have more attention and commitment to achieve them by the international joint publication as a joint mediation effect of rewards and hope [91; 92]. The rewards to and resilience of students able to determine how the stress of student's related to the effort on international joint publication. Hence, the stressed students on their academic tasks can be minimized by sufficient rewards and thus can find a way to complete their publication work by increasing their writing effort [85]. The strong resilience of student was subsequently predictive of enjoyment and participation in academic activities by international joint publication activities.

This study has considered the joint moderation effect of rewards and psychological capital on the stress-effort relationship. The overall analysis shows that stress does not affect the student effort for international joint publication. Hence the mediation analysis is needed to explain the evidence of the stress-effort relationship. The reward is found significantly mediated by the stress-effort relationship and stress-psychological relationship, and the psychological shows a significant effect on the reward-effort relationship. The model of this study represents the joint mediation effect of rewards and psychological capital on the stress-effort relationship in the satisfactorily model of fit. This finding brings to bear researchers to develop the integrated behavioral model of stress-effort relationship by using the various behavioral mechanism on the case of student achievement on international publication. However, this study is a lack of investigating the teacher and its HEI environment on international publication. That construct is believed to contribute significantly to the model of the stress-effort relationship. The longitudinal study, as well as the length of time for the graduate student to complete their study, is exciting to be investigated. It is related to the stakeholder treatment for a graduate student to increase their motivations, skills, and supports to deal with "publish or perish."

REFERENCES

1. Ynalvez M.A., Shrum W.M. Professional Networks, Scientific Collaboration, and Publication Productivity in Resource-Constrained Research Institutions in a Developing Country. Research Policy. 2011; 40(2):204-216. (In Eng.) DOI: https://doi.org/10.10167j.respol.2010.10.004

2. Gilyarevskii R.S. Publication Activity as an Indicator of Scientific Performance. Scientific and Technical Information Processing. 2014; 41(3):170-177. (In Eng.) DOI: https://doi.org/10.3103/S0147688214030071

3. Pfeiffer M., Fischer M.R., Bauer D. Publication Activities of German Junior Researchers in Academic Medicine: Which Factors Impact Impact Factors? BMC Medical Education. 2016; 16(1):1-10. (In Eng.) DOI: https://doi.org/10.1186/s12909-016-0712-3

4. Bakri A., Azura N.M., Nadzar M., Ibrahim R., Tahira M. Publication Productivity Pattern of Malaysian Researchers in Scopus from 1995 to 2015. Journal of ScientometricResearch. 2017; 6(2):86-101. (In Eng.) DOI: https://doi.org/10.5530/jscires.6.2.14

5. Devlin M., RadloffA. A Structured Writing Programme for Staff: Facilitating Knowledge, Skills, Confidence and Publishing Outcomes. Journal of Further and Higher Education. 2014; 38(2):230-248. (In Eng.) DOI: https:// doi.org/10.1080/0309877X.2012.722194

6. Dhillon S., Ibrahim R., Selamat A. Factors Associated with Scholarly Publication Productivity among Academic Staff: Case of a Malaysian Public University. Technology in Society. 2015; 42:160-166. (In Eng.) DOI: https://doi.org/10.1016/j.techsoc.2015.04.004

7. Ericsson K.A., Lehmann A.C. Expert and Exceptional Performance: Evidence of Maximal Adaptation to Task Constraints. Annual Review of Psychology. 1996; 47:273-305. (In Eng.) DOI: https://doi.org/10.1146/ annurev.psych.47.1.273

8. Paas F.G.W.C., Van Merrienboer J.J.G. Instructional Control of Cognitive Load in the Training of Complex Cognitive Tasks. Educational Psychology Review. 1994; 6(4):351-371. (In Eng.) DOI: https://doi.org/10.1007/ bf02213420

9. Hyland K. Academic Publishing and the Myth of Linguistic Injustice. Journal of Second Language Writing. 2016; 31:58-69. (In Eng.)

10. Gay J.T. Teaching Graduate Students to Write for Publication. Journal of Nursing Education. 1994; 33(7):328-329. (In Eng.)

11. Driscoll J., Driscoll A. Writing an Article for Publication: An Open Invitation. Journal of Orthopaedic Nursing. 2002; 6(3):144-152. (In Eng.) DOI: https://doi.org/10.1016/S1361-3111(02)00053-5

12. Hazen B.T. Overcoming Basic Barriers to Publishing Research. The International Journal of Logistics Management. 2016; 27(1). (In Eng.) DOI: https://doi.org/10.1108/IJLM-12-2015-0226

13. Shatzer M., Wolf G.A., Hravnak M., Haugh A., Kikutu J., Hoffmann R.L. A Curriculum Designed to Decrease Barriers Related to Scholarly Writing by Staff Nurses. Journal of Nursing Administration. 2010; 40(9):392-398. (In Eng.) DOI: https://doi.org/10.1097/NNA.0b013e3181ee4447

14. Pho P.D., Tran T.M.P. Obstacles to Scholarly Publishing in the Social Sciences and Humanities: A Case Study of Vietnamese Scholars. Publications. 2016; 4(3):19. (In Eng.) DOI: https://doi.org/10.3390/publications4030019

15. Lent R.W., Brown S.D., Brenner B., Chopra S.B., Davis T., Talleyrand R., et al. The Role of Contextual Supports and Barriers in the Choice of Math/Science Educational Options: A Test of Social Cognitive Hypotheses. Journal ofCounseling Psychology. 2001; 48(4):474-483. (In Eng.) DOI: https://doi.org/10.1037/0022-0167.48.4.474

16. Baron R.M., Kenny D.A. The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations. Journal of Personality and Social Psychology. 1986; 51(6):1173-1182. (In Eng.) DOI: https://doi.org/10.1037/0022-3514.51.6.1173

17. Krell M. Evaluating an Instrument to Measure Mental Load and Mental Effort Considering Different Sources of Validity Evidence. Cogent Education. 2017; 4:1280256. (In Eng.) DOI: https://doi.org/10.1080/2331 186X.2017.1280256

18. Luthans F., Avolio B.J., Avey J.B., Norman S.M. Positive Psychological Capital: Measurement and Relationship with Performance and Satisfaction. Personnel Psychology. 2007; 60(3):541-572. (In Eng.) DOI: https://doi.org/10.1111/j.1744-6570.2007.00083.x

19. Qavu§ M., Gökgen A. Psychological Capital: Definition, Components and Effects. British Journal of Education, Society & Behavioural Science. 2015; 5(3):244-255. (In Eng.) DOI: https://doi.org/10.9734/ BJESBS/2015/12574

20. Siegrist J., Li J., Montano D. Psychometric Properties of the Effort-Reward Imbalance Questionnaire. Germany: 2014. (In Eng.) DOI: https://doi.org/10.1007/s00420-009-0460-3

21. Wiwanitkit V. Academic Journal: Concern on Academic Publication Management. Journal of Advanced Research in Business Law and Technology Management. 2018; 1(1):1-4. Available at: http://adrjournalshouse. com/index.php/business-law-tech-management/article/view/18 (accessed 01.02.2020). (In Eng.)

22. Gardner M. Writing Together for Academic Publication as a Youth-Adult Par Team: Moving From Distance and Distaste towards Transformative Engagement. Educational Action Research. 2018; 26(2):205-219. (In Eng.) DOI: https://doi.org/10.1080/09650792.2017.1329093

23. Gans J.S., Murray F.E., Stern S. Contracting Over the Disclosure of Scientific Knowledge: Intellectual Property and Academic Publication. Research Policy. 2017; 46(4):820-835. (In Eng.) DOI: https://doi. org/10.1016/j.respol.2017.02.005

24. Edwards E.J., Edwards M.S., Lyvers M. Cognitive Trait Anxiety, Situational Stress, and Mental Effort Predict Shifting Efficiency: Implications for Attentional Control Theory Cognitive Trait Anxiety, Situational Stress, and Mental Effort Predict Shifting Efficiency: Implications for Attentional Control Theory. Emotion. 2015; 15(3):350-359. (In Eng.) DOI: https://doi.org/10.1037/emo0000051

25. Alshare K.A., El-Masri M., Lane P.L. The Determinants of Student Effort at Learning ERP: A Cultural Perspective. Journal of Information Systems Education. 2015; 26(2):117-134. Available at: http://jise.org/ Volume26/h2/JISEv26h2p117.html (accessed 25.09.2020). (In Eng.)

26. Hiemstra D., Yperen N.W. Van, Timmerman M.E. Students' Effort Allocation to Their Perceived Strengths and Weaknesses: The Moderating Effect of Instructional Strategy. Learning and Instruction. 2018; 60:180-190. (In Eng.) DOI: https://doi.org/10.1016/j.learninstruc.2018.01.003

27. You J.W. Testing the Three-Way Interaction Effect of Academic Stress, Academic Self-Efficacy , and Task Value on Persistence in Learning Among Korean College Students. Higher Education: The International Journal of Higher Education Research. 2018; 76(5):921-935. Available at: https://eric.ed.gov/?id=EJ1194497 (accessed 25.09.2020). (In Eng.)

28. Sang B., Pan T., Deng X., Zhao X. Be Cool with Academic Stress: The Association between Emotional States and Regulatory Strategies among Chinese Adolescents. Educational Psychology. 2018; 38(1):38-53. (In Eng.) DOI: https://doi.org/10.1080/01443410.2017.1309008

29. Ames C. Competitive Versus Cooperative Reward Structures: The Influence of Individual and Group Performance Factors on Achievement Attributions and Affect. American Educational Research Journal. 1981; 18(3):273-287. (In Eng.) DOI: https://doi.org/10.3102/00028312018003273

30. Ekoto C.E., Gaikwad P. The Impact of Andragogy on Learning Satisfaction of Graduate Students. American Journal of Educational Research. 2015; 3(11):1378-1386. Available at: http://pubs.sciepub.com/ education/3/11/6/ (accessed 01.02.2020). (In Eng.)

31. Lee J., Lee Y., Wadhwa P. Conference Paper Sharing Among Academicians: Calculative and Normative Aspects of Rational Choice. Academy of Management Learning & Education. 2010; 9(2):204-224. Available at: https://www.jstor.org/stable/25682449?seq=1#metadata_info_tab_contents (accessed 25.09.2020). (In Eng.)

32. Bakker A.B., Demerouti E. Job Demands-Resources Theory: Taking Stock and Looking Forward. Journal of Occupational Health Psychology. 2017; 22(3):273-285. (In Eng.) DOI: https://doi.org/10.1037/ocp0000056

33. Huang S.S.-L., Shen S.-P. Relationships Among Academic Ranks, Numbers of Funded Projects, and Research Productivity of University Faculty: The Case of a Private Medical University. Journal of Research in Education Sciences. 2017; 62(4):89-115. (In Eng.) DOI: https://doi.org/10.6209/JORIES.2017.62(4).04

34. Bijleveld E., Custers R., Aarts H. Adaptive Reward Pursuit: How Effort Requirements Affect Unconscious Reward Responses and Conscious Reward Decisions. Journal of Experimental Psychology: General. 2012; 141(4):728-742. (In Eng.) DOI: https://doi.org/10.1037/a0027615

35. Opolot-Okurut C., Bbuye J. School-University Collaboration Initiative: Benefits and Challenges in Uganda. American Journal of Educational Research. 2014; 2(10):843-849. (In Eng.) DOI: https://doi. org/10.12691/education-2-10-1

36. Hertel G., Konradt U., Orlikowski B. Managing Distance by Interdependence: Goal Setting, Task Interdependence, and Team-Based Rewards in Virtual Teams Managing Distance by Interdependence: Goal Setting, Task Interdependence, and Team-Based Rewards in Virtual Teams. European Journal of Work and Organizational Psychology. 2004; 13(1):1-28. (In Eng.) DOI: https://doi.org/10.1080/13594320344000228

37. Goldsmith M., Bryden P. Medical Student Education in Psychiatry: An International Affair. Academic Psychiatry. 2014; 38:361-363. (In Eng.) DOI: https://doi.org/10.1007/s40596-014-0120-0

38. Roman B., Briscoe G., Gay T. Medical Student Psychiatric Educators' Perceptions of Supports, Resources, and Rewards. Academic Psychiatry. 2014; 38(3):316-319. (In Eng.) DOI: https://doi.org/10.1007/s40596-014-0110-2

39. Warner C.H., Rachal J., Breitbach J., Higgins M., Warner C., Bobo W. Current Perspectives on Chief Residents in Psychiatry. Academic Psychiatry. 2014; 31(4):270-276. (In Eng.) DOI: https://doi.org/10.1176/ appi.ap.31.4.270

40. Reichard R.J., Serrano S.A., Wilder N., Dollwet M. Engagement in Cultural Trigger Events in the Development of Cultural Competence. Academy of Management Learning & Education. 2015; 14(4):461-481. (In Eng.) DOI: https://doi.org/10.5465/amle.2013.0043

41. Deci E.L. Effects of Externally Mediated Rewards on Intrinsic Motivation. Journal of Personality and Social Psychology. 1971; 18(1):105-115. (In Eng.) DOI: https://doi.org/10.1037/h0030644

42. Garaus C., Furtmüller G., Güttel W.H. The Hidden Power of Small Rewards: The Effects of Insufficient External Rewards on Autonomous Motivation to Learn. Academy of Management Learning & Education. 2016; 15(1):45-59. (In Eng.) DOI: https://doi.org/10.5465/amle.2012.0284

43. Roij A.B. The Pedagogical Legacy of Dorothy Lee and Paulo Freire. Active Learning Strategies in Higher Education. Emerald Publishing Limited; 2018. p. 339-359. (In Eng.) DOI: https://doi.org/10.1108/978-1-78714-487-320181015

44. Nguyen T.A., Zeng Y. Effects of Stress and Effort on Self-Rated Reports in Experimental Study of Design Activities. Journal of Intelligent Manufacturing. 2017; 28:1609-1622. (In Eng.) DOI: https://doi.org/10.1007/ s10845-016-1196-z

45. Chalabian J., Bremner R., Angeles L. The Effects of Programmatic Change on Resident Motivation. Surgery. 1998; 123(5):511-517. (In Eng.) DOI: https://doi.org/10.1067/msy.1998.87375

46. Ghafar-Tabrizi R. Reversal Theory and Emotional and Psychophysiological Processes in Mother-Daughter Interactions. Tasmania: University of Tasmania; 2003. (In Eng.)

47. Tsutsumi A., Kawakami N. A Review of Empirical Studies on the Model of Effort - Reward Imbalance at Work: Reducing Occupational Stress by Implementing a New Theory. Social Science & Medicine. 2004; 59:2335-2337. (In Eng.) DOI: https://doi.org/10.1016/j.socscimed.2004.03.030

48. Brown S.P., Peterson R.A. The Effect of Effort on Sales Performance and Job Satisfaction. Journal of Marketing. 1994; 58(2):70-80. (In Eng.) DOI: https://doi.org/10.2307/1252270

49. Kuper H., Siegrist J., Marmot M. When Reciprocity Fails: Effort-Reward Imbalance in Relation to Coronary Heart Disease and Health Functioning Within the Whitehall II Study. Occupational and Environmental Medicine. 2002; 59(11):777-784. (In Eng.) DOI: https://doi.org/10.1136/oem.59.11.777

50. Nelms B.C. Writing for Publication: Your Obligation to the Profession. Journal of Paediatric Health Care. 2017; 31(4):423-424. (In Eng.) DOI: https://doi.org/10.1016/j.pedhc.2017.04.020

51. Taylor J., Lyon P., Harris J. Writing for Publication a New Skill for Nurses? Nurse Education in Practice. 2005; 5(2):91-96. (In Eng.) DOI: https://doi.org/10.1016/j.nepr.2004.03.007

52. Momeni M. Selection Process of Supervisor for Doctoral Dissertation Using Analytical Network Process (ANP): An Iranian Study. Journal of Management and Strategy. 2011; 2(2):63-71. (In Eng.) DOI: https://doi. org/10.5430/jms.v2n2p63

53. Konstromina S. Academic Skills as a Basis for Self-organization of Human Activity. Procedia-Social and Behavioral Sciences. 2013; 86:543-550. (In Eng.)

54. Seifert T. Understanding Student Motivation. Educational Research. 2010; 46(2):137-149. (In Eng.) DOI: https://doi.org/10.1080/0013188042000222421

55. Luthans F., Youssef C. Human, Social, and Now Positive Psychological Capital Management: Investing in People for Competitive Advantage. Organizational Dynamics. 2004; 33(2):143-160. (In Eng.) DOI: https://doi. org/10.1016/j.orgdyn.2004.01.003

56. Masten A.S. Ordinary Magic: Resilience Processes in Development. American Psychologist. 2001; 56:227-239. (In Eng.) DOI: https://doi.org/10.1037//0003-066x.56.3.227

57. Mahfud T., Triyono M.B., Sudira P., Mulyani Y. The Influence of Social Capital and Entrepreneurial Attitude Orientation on Entrepreneurial Intentions: The Mediating Role of Psychological Capital. European Research on Management and Business Economics. 2020; 26(1):33-39. (In Eng.) DOI: https://doi.org/10.1016/j. iedeen.2019.12.005

58. Mensah J., Amponsah Tawiah K. Mitigating Occupational Stress: The Role of Psychological Capital. Journal of Workplace Behavioral Health. 2016; 31(4):189-203. (In Eng.) DOI: https://doi.org/10.1080/15555240.2016.1198701

59. Avey J.B., Luthans F., Jensen S.M. Psychological Capital: A Positive Resource for Combating Employee Stress and Turnover. Human Resource Management. 2009; 48(5):677-693. (In Eng.) DOI: https://doi.org/10.1002/hrm.20294

60. Riolli L., Savicki V., Ridchards J. Psychological Capital as a Buffer to Student Stress. Psychology. 2012; 3(12):1202-1207. (In Eng.) DOI: https://doi.org/10.4236/psych.2012.312A178

61. Rabenu E., Yaniv E., Elizur D. The Relationship between Psychological Capital, Coping with Stress, Well-Being, and Performance. Current Psychology. 2016; 36(4):875-887. (In Eng.) DOI: https://doi.org/10.1007/ s12144-016-9477-4

62. Avey J.B., Reichard R.J., Luthans F., Mhatre K.H. Meta-Analysis of the Impact of Positive Psychological Capital on Employee Attitudes, Behaviors, and Performance. Human Resource Development Quarterly. 2011; 22(2):127-152. (In Eng.) DOI: https://doi.org/10.1002/hrdq.20070

63. Mahfud T., Indartono S., Saputro I.N., Utari I. The Effect of Teaching Quality on Student Career Choice: The Mediating Role of Student Goal Orientation. Integratsiya Obrazovaniya = Integration of Education. 2019; 23(4):541-555. (In Eng.) DOI: https://doi.org/10.15507/1991-9468.097.023.201904.541-555

64. Bacon A.M., Corr P. J. Motivating Emotional Intelligence : A Reinforcement Sensitivity Theory (RST) Perspective. Motivation and Emotion. 2017; 41(2):254-264. (In Eng.) DOI: https://doi.org/10.1007/s11031-017-9602-1

65. Hasking P., Boyes M., Mullan B. Reward and Cognition: Integrating Reinforcement Sensitivity Theory and Social Cognitive Theory to Predict Drinking Behavior. Substance Use & Misuse. 2015; 50(10):1316-1324. (In Eng.) DOI: https://doi.org/10.3109/10826084.2015.1005315

66. Mnih V., Kavukcuoglu K., Silver D., Rusu A.A., Veness J., Bellemare M.G., et al. Human-Level Control Through Deep Reinforcement Learning. Nature. 2015; 518(7540):529-542. (In Eng.) DOI: https://doi. org/10.1038/nature14236

67. Bandura A. Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review. 1978; 1(4):139-161. (In Eng.) DOI: https://doi.org/10.1016/0146-6402(78)90002-4

68. Gardner W.L., Avolio B.J., Luthans F., May D.R., Walumbwa F., Gardner W.L., et al. "Can You See the Real Me ?" A Self-Based Model of Authentic Leader and Follower Development Leader and Follower Development. The Leadership Quarterly. 2005; 16(3):343-372. (In Eng.) DOI: https://doi.org/10.10167j.leaqua.2005.03.003

69. Bowles T., Arnup J.L. Early Career Teachers' Resilience and Positive Adaptive Change Capabilities. The Australian Educational Researcher. 2016; 43(2):147-164. (In Eng.) DOI: https://doi.org/10.1007/s13384-015-0192-1

70. Ceschi A., Costantini A., Dickert S., Sartori R. The Impact of Occupational Rewards on Risk Taking Among Managers. Journal of Personnel Psychology. 2017; 16(2):104-111. (In Eng.) DOI: https://doi. org/10.1027/1866-5888/a000184

71. Kokkinos C.M., Voulgaridou I., Markos A. Personality and Relational Aggression: Moral Disengagement and Friendship Quality as Mediators. Personality and Individual Differences. 2016; 95:74-79. (In Eng.) DOI: https://doi.org/10.1016/j.paid.2016.02.028

72. Newman A., Ucbasaran D., Zhu F., Hirst G. Psychological Capital: A Review and Synthesis. Journal of Organizational Behavior. Special Issue: The IRIOP Annual Review Issue. 2014; 35(S1):s120-s138. (In Eng.) DOI: https://doi.org/10.1002/job.1916

73. Weiner B. An Attributional Theory of Achievement Motivation and Emotion. Psychological Review. 1985; 92(4):548-573. (In Eng.) DOI: https://doi.org/10.1037/0033-295X.92A548

74. Hair J.F., Black W.C., Babin B.J., Anderson R.E. Multivariate Data Analysis: A Global Perspective. 7th Upper Saddle River: Pearson Prentice Hall; 2010. (In Eng.)

75. Byrne B.M., Campbell T.L. Cross-Cultural Comparisons and the Presumption of Equivalent Measurement and Theoretical Structure: A Look beneath the Surface. Journal of Cross-Cultural Psychology. 1999; 30(5):555-574. (In Eng.) DOI: https://doi.org/10.1177/0022022199030005001

76. Bartol K.M., Park C., Srivastava A. Encouraging Knowledge Sharing : The Role of Organizational Reward Systems. Journal of Leadership & Organizational Studies. 2002; 9(1):64-76. (In Eng.) DOI: https://doi. org/10.1177/107179190200900105

77. Beck J.W., Schmidt AM. Negative Relationships between Self-Efficacy and Performance Can Be Adaptive: The Mediating Role of Resource Allocation. Journal of Management. 2018; 44(2):555-588. (In Eng.) DOI: https://doi.org/10.1177/0149206314567778

78. Ringeisen T., Lichtenfeld S., Becker S., Minkley N., Ringeisen T., Lichtenfeld S., et al. Stress Experience and Performance During an Oral Exam: The Role of Self-Efficacy, Threat Appraisals, Anxiety, and Cortisol. Anxiety, Stress, & Coping. 2019; 32(1):50-66. (In Eng.) DOI: https://doi.org/10.1080/10615806.2018.1528528

79. Baretta D., Greco A., Steca P. Understanding Performance in Risky Sport: The Role of Self-Efficacy Beliefs and Sensation Seeking in Competitive Freediving. Personality and Individual Differences. 2017; 117:161-165. (In Eng.) DOI: https://doi.org/10.1016/j.paid.2017.06.006

80. Perera H.N. The Role of Optimism and Engagement Coping in College Adaptation. Journal of Vocational Behavior. 2014; 84(3):395-404. (In Eng.) DOI: https://doi.org/10.1016/jjvb.2014.03.002

81. Fitzpatrick K.M. How Positive is Their Future ? Assessing the Role of Optimism and Social Support in Understanding Mental Health Symptomatology among Homeless Adults. Stress and Health. 2017; 33(2):92-101. (In Eng.) DOI: https://doi.org/10.1002/smi.2676

82. Zandara M., Villada C., Hidalgo V., Salvador A., Zandara M., Villada C., et al. Assessing the Antecedents and Consequences of Threat Appraisal of an Acute Psychosocial Stressor: The Role of Optimism, Displacement Behavior, and Physiological Responses. Stress. 2018; 21(4):304-311. (In Eng.) DOI: https://doi.org/10.1080/102 53890.2018.1449830

83. Grant T., Grant T. The Complexity of Aspiration: The Role of Hope and Habitus in Shaping Working-Class Young People's Aspirations to Higher Education. Children's Geographies. 2016; 15(3):289-303. (In Eng.) DOI: https://doi.org/10.1080/14733285.2016.1221057

84. Zhou M., Chun C., Kam S. Self-Determination and Personal Identity in University Students: The Mediating Role of Future Orientation. The Spanish Journal of Psychology. 2018; 21:e14. (In Eng.) DOI: https:// doi.org/10.1017/sjp.2018.17

85. Mcfadden P., Mallett J., Leiter M. Extending the Two - Process Model of Burnout in Child Protection Workers: The Role of Resilience in Mediating Burnout via Organizational Factors of Control, Values, Fairness, Reward, Workload, and Community Relationships. Stress and Health. 2018; 34(1):72-83. (In Eng.) DOI: https://doi.org/10.1002/smi.2763

86. Rietzschel E.F. Freedom, Structure, and Creativity. In: R. Reiter-Palmon, V. L. Kennel, & J. C. Kaufman (eds.), Individual Creativity in the Workplace. Elsevier Academic Press; 2018. (In Eng.) p. 203-222. DOI: https:// doi.org/10.1016/B978-0-12-813238-8.00009-7

87. Janardhanan S., Raghavan S. The Influence of Rewards in Enhancing Employee Performance through Psychological Empowerment. International Journal of Business and Management. 2017; 1(2):106-111. (In Eng.) DOI: https://doi.org/10.26666/rmp.ijbm.2017.2.16

88. Qetin F., A§kun D. The Effect of Occupational Self-Efficacy on Work Performance Through Intrinsic Work Motivation. Management Research Review. 2018; 41(2):186-201. (In Eng.) DOI: https://doi.org/10.1108/ MRR-03-2017-0062

89. Al Dari T., Jabeen F., Papastathopoulos A. Examining the Role of Leadership Inspiration, Rewards and Its Relationship with Contribution to Knowledge Sharing: Evidence from the UAE. Journal of Workplace Learning. 2018; 30(6):488-512. (In Eng.) DOI: https://doi.org/10.1108/JWL-11-2017-0105

90. Kool M., van Dierendonck D. Servant Leadership and Commitment to Change, the Mediating Role of Justice and Optimism. Journal of Organizational Change Management. 2012; 25(3):422-433. (In Eng.) DOI: https://doi.org/10.1108/09534811211228139

91. Veling H., Aarts H. Cueing Task Goals and Earning Money: Relatively High Monetary Rewards Reduce Failures to Act on Goals in a Stroop Task. Motivation and Emotion. 2010; 34(2):184-190. (In Eng.) DOI: https:// doi.org/10.1007/s11031-010-9160-2

92. Bernardo A.B.I., Jenina M., Nalipay N. Social Axioms as Social Foundations of Locus-of-Hope: A Study in Three Asian Cultural Groups. Personality and Individual Differences. 2016; 95:110-113. (In Eng.) DOI: https:// doi.org/10.1016/j.paid.2016.02.046

Submitted 20.02.2020; revised 23.06.2020; published online 30.12.2020.

Поступила 20.02.2020; принята к публикации 23.06.2020; опубликована онлайн 30.12.2020.

About the authors:

Setyabudi Indartono, Professor of Human Resource Management, Yogyakarta State University (Colombo St., Yogyakarta 55281, Indonesia), Ph.D. (Business Administration), ORCID: https://orcid. org/0000-0003-2289-9216, Scopus ID: 37123968000, setyabudi_indartono@uny.ac.id

Tuatul Mahfud, Associate Professor, Balikpapan State Polytechnic / Politeknik Negeri Balikpapan (Soekarno Hatta St., KM. 8, Balikpapan City 76127, Indonesia), M. Ed. (Ed.), ORCID: https://orcid.org/0000-0002-6081-6306, Scopus ID: 57200122329, Researcher ID: Q-2305-2017, tuatul.mahfud@poltekba.ac.id

Sukidjo, Professor of Economics Education, Yogyakarta State University (Colombo St., Yogyakarta 55281, Indonesia), Dr. (Educational Research and Evaluation), ORCID: https://orcid.org/0000-0002-2573-7514, Scopus ID: 57201673415, sukidjo@uny.ac.id

Sutirman, Associate Professor of Administrative Learning Technology, Yogyakarta State University (Colombo St., Yogyakarta 55281, Indonesia), Dr. (Technology and Vocational Education), ORCID: https:// orcid.org/0000-0002-9926-6786, Scopus ID: 57211133589, sutirman@uny.ac.id

Susilawati, Associate Professor of Science Education, Syiah Kuala University / Universitas Syiah Kuala (441 Jl. Teuku Nyak Arief, Kota Banda Aceh, Aceh 23111, Indonesia), M. Ed. (Curriculum Design and Human Potentials Development), ORCID: https://orcid.org/0000-0002-0223-0542, Scopus ID: 57218719396, susila@unsyiah.ac.id

Contribution of the authors:

Setyabudi Indartono - study framework development; instrument development; data analysis; manuscript review; and english proofreading.

Tuatul Mahfud - study framework development; data analysis; manuscript writing; and manuscript submiting.

Sukidjo - exploring concept; manuscript writing; and visualization/presentation of data in the text.

Sutirman - data collection and evidence; and data input.

Susilawati - data collection and evidence; data input; typing; correction; and edition.

All authors have read and approved the final manuscript.

Об авторах:

Индартоно Сетьябуди, профессор HR-менеджмента Джокьякартского государственного университета (55281, Индонезия, г. Джокьякарта, ул. Коломбо), доктор философии (деловое управление), ORCID: https://orcid.org/0000-0003-2289-9216, Scopus ID: 37123968000, setyabudi_indartono@uny.ac.id

Махфуд Туатул, доцент Баликпапанского государственного политехнического института (76127, Индонезия, г. Баликпапан, ул. Соэкарно Хатта, КМ.8), магистр педагогики, ORCID: https://orcid.org/0000-0002-6081-6306, Scopus ID: 57200122329, Researcher ID: Q-2305-2017, tuatul.mahfud@poltekba.ac.id

Сукиджо, профессор экономического образования Джокьякартского государственного университета (55281, Индонезия, г. Джокьякарта, ул. Коломбо), доктор (образовательные исследования и экспертиза), ORCID: https://orcid.org/0000-0002-2573-7514, Scopus ID: 57201673415, sukidjo@uny.ac.id

Сутирман, доцент технологии административного образования Джокьякартского государственного университета (55281, Индонезия, г. Джокьякарта, ул. Коломбо), доктор (технология и профессиональное образование), ORCID: https://orcid.org/0000-0002-9926-6786, Scopus ID: 57211133589, sutirman@uny.ac.id

Сусилавати, доцент естественно-научного образования Университета Сиа Куала (23111, Индонезия, г. Банда-Ачех, ул. Теуку Няк Ариф, д. 441), магистр (разработка учебных программ и развитие человеческого потенциала), ORCID: https://orcid.org/0000-0002-0223-0542, Scopus ID: 57218719396, susila@unsyiah.ac.id

Заявленный вклад авторов:

Индартоно Сетьябуди - разработка концепции исследования и инструментария; анализ данных; рецензия рукописи; корректура английского языка.

Махфуд Туатул - разработка структуры исследования; анализ данных; написание рукописи.

Сукиджо - изучение концепции; написание рукописи; визуализация и представление данных в тексте.

Сутирман - сбор данных и доказательств; ввод данных.

Сусилавати - сбор данных и доказательств; ввод данных; набор текста; исправление и форматирование.

Все авторы прочитали и одобрили окончательный вариант рукописи.