Journal of Educational, Health and Community Psychology
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The Role of Workplace Ostracism on Turnover Intention through Job Stress and Perceived Organizational Support among Gen Z employees
Full text linkThis study examined the effect of workplace ostracism on turnover intention among Generation Z employees, with job stress as a mediating variable and perceived organizational support as a moderating variable. Using a quantitative, non-experimental design, data were collected from 192 employees via self-administered questionnaires and analyzed using variance-based structural equation modeling. The results showed that workplace ostracism had a significant positive effect on job stress (β = 0.493, p < 0.001) and turnover intention (β = 0.513, p < 0.001). Job stress partially mediated the association between workplace ostracism and turnover intention (indirect effect β = 0.083, p = 0.018). Perceived organizational support was negatively associated with turnover intention (β = −0.201, p = 0.004); however, it did not moderate the relationship between workplace ostracism and turnover intention (WO × POS → TI: p = 0.507). Overall, the findings suggest that interpersonal exclusion operates as a salient stressor for Generation Z employees, increasing turnover intention partly through heightened job stress, while perceived organizational support exerts a direct protective effect but does not buffer the adverse impact of ostracism
The Efficacy of Reality Therapy-Based Group Counseling in Reducing Alexithymia among Adolescent Bullying Perpetrators
Full text linkBullying remains a persistent problem in schools, and deficits in emotional processing may contribute to perpetration. Adolescents with high levels of alexithymia often have difficulty identifying and describing their emotions and interpreting others’ affective cues, which may undermine empathy and increase the risk of harmful interpersonal behavior. This study evaluated the effectiveness of reality therapy–based group counseling in reducing alexithymia among adolescent bullying perpetrators. Using a quasi-experimental pretest–posttest control group design, 18 students from a state vocational high school in Padang were recruited via purposive sampling and allocated to an experimental group (n = 9) or a control group (n = 9). Alexithymia was assessed using a Likert-type scale administered before and after the intervention. Within-group changes were analyzed using the Wilcoxon signed-rank test, and between-group differences were examined using the Mann–Whitney U test. The results showed a significant reduction in alexithymia in the experimental group following reality therapy–based group counseling (Z = −2.666, p = .008). In addition, posttest alexithymia scores differed significantly between the experimental and control groups (U = 1.500, p = .001), indicating that reality therapy–based group counseling was more effective than standard group counseling in reducing alexithymia among adolescent bullying perpetrators
Cognitive Behavioral Therapy (CBT)-Based Group Counseling to Improve Academic Self-Efficacy Among Indonesian Junior High School Students From Non-Intact Families: A Quasi-Experimental Study
Full text linkAcademic self-efficacy shapes adolescents’ motivation, persistence, and academic achievement, yet students from non-intact families may face additional barriers that undermine confidence in learning. This quasi-experimental study compared cognitive behavioral therapy (CBT)-based group counseling with conventional group counseling among 16 Indonesian junior high school students from non-intact families. Participants were all female (mean age = 13.5 years; grades 7–8) and completed a 40-item Academic Self-Efficacy Scale (score range 40–200; α = .777; content validity supported through expert review) at pretest and posttest. Wilcoxon signed-rank tests indicated significant improvements in academic self-efficacy in both groups (CBT: Z = −2.54, p = .011, r = .64; control: Z = −2.53, p = .011, r = .64). However, a Mann–Whitney U test on gain scores showed greater improvement in the CBT group than in the control group (U = 24.0, p = .022, r = .45). Overall, CBT-based group counseling appears meaningfully more effective than conventional counseling for strengthening academic self-efficacy in this vulnerable student population. Schools are recommended to integrate brief CBT-informed group modules (e.g., cognitive restructuring, goal setting, and behavioral rehearsal) within counseling services, and future studies should use larger, mixed-gender samples with follow-up assessments to examine durability and mechanisms of change
Bad News, Bad Moves? How Emotion Regulation and Doomscrolling Shape Aggression
Full text linkCyber aggression in the context of social media has been widely studied. However, research explicitly examining the spillover of aggression from social media into real world behavior through news exposure, particularly in the form of initial unprovoked aggression, remains limited. Doomscrolling is assumed to increase initial unprovoked aggression, whereas emotion regulation is expected to attenuate its intensity. This study aimed to examine the moderating roles of emotion regulation and doomscrolling in the effect of news type on initial unprovoked aggression. A mixed experimental design with a quantitative approach was employed, involving 157 participants. Doomscrolling was measured using a self-report, whereas initial unprovoked aggression was assessed using the Competitive Reaction Time Task (CRTT). Data were analyzed using a linear mixed-effects model (LMM) in RStudio. The results indicated that news type did not have a significant effect on initial unprovoked aggression (B = 0.16, SE = 0.20, p = .429, 95% CI [−0.22, 0.60]). The three-way interaction among news type, emotion regulation strategy, and doomscrolling was also not significant, F(3, 306) = 1.65, p = .179
Implementing Sensory Play with Natural Materials to Improve Fine Motor Development in Early Childhood
Full text linkThis study aims to develop a learning model based on sensory play using natural materials to improve fine motor skills in early childhood at Metta Karunia Kindergarten School. The model was developed using a Research and Development (R&D) approach through the ADDIE model stages (Analysis, Design, Development, Implementation, and Evaluation). The model is designed to provide a fun and meaningful learning experience through the exploration of natural materials such as sand, seeds, clay, and gonggong shells. The research results show that the developed learning model is highly valid, with media validation at 81% (fairly valid), material validation at 93% (very valid), and instrument validation at 91% (very valid). The practicality test resulted in a score of 95% (very practical), while the model's effectiveness in improving children's fine motor skills reached 93% (very effective). The final product of this research is a learning model guide that can be used by teachers in thematic learning activities, particularly on the theme of the natural environment. The implications of this study indicate that using sensory play based on natural materials not only supports the development of fine motor skills but also strengthens the values of cooperation and children's creativity. This model is feasible for broader implementation and further development in other learning themes
The Effect of Cognitive Behavioral Group Therapy on Sense of Belonging and Depression in First-Year University Students: A Pilot Randomized Controlled Trial
Full text linkA strong sense of belonging is associated with better psychological adjustment and academic functioning among university students, whereas low belongingness is linked to depressive symptoms, particularly during the first year of university. Evidence on group-based psychological interventions targeting belongingness in depressed first-year students remains limited. This study examined the effectiveness of cognitive behavioral group therapy (CBGT) on sense of belonging and depressive symptoms in first-year university students diagnosed with major depressive disorder (MDD). This single-assessor-blinded, parallel-group pilot randomized controlled trial was conducted between September and December 2023 at the mental health service of a public medical university in Iran. Twenty first-year students with MDD were randomly assigned to CBGT (n = 10) or treatment as usual (TAU; n = 10). The CBGT group received eight weekly sessions in addition to routine care, while the TAU group received routine care only. Outcomes were assessed at baseline, post-treatment, and 1- month follow-up using the Sense of Belonging Instrument (SOBI) and the Beck Depression Inventory–II (BDI-II). The SoB in the CBGT group increased significantly compared to that in the control group after treatment (p = .001). After treatment, the BDI scores in the control group were much greater than those in the treatment group (21.07 vs. 16.86, p = .001). Both variables were much more effective in the CBGT group than in the control group (p = .001). CBGT appears to be a feasible and effective intervention for improving sense of belonging and reducing depressive symptoms among first-year university students with MDD. Larger, fully powered trials with longer follow-up periods are warranted
The Meaning of Spirituality in People Living with HIV/AIDS Using the Calista Roy Theoretical Approach
Full text linkSpirituality is a core dimension of human life in both health and illness and may influence coping and healing, particularly among people living with HIV/AIDS. This qualitative phenomenological study involved four participants who provided written informed consent and shared their lived spiritual experiences of prayer. Data were collected through in-depth interviews supported by an interview guide, field notes, and document review, and were analyzed using Colaizzi’s method (1978) with the assistance of QSR NVivo (version 10.0). Five themes emerged: (1) grief responses following diagnosis, (2) family support, (3) meanings attributed to HIV/AIDS, (4) practices for drawing closer to God, and (5) the perceived essence and effects of prayer. These findings highlight the importance of integrating culturally sensitive spiritual care into routine HIV services. Nurses should conduct early, respectful spiritual assessment after diagnosis, facilitate patients’ preferred spiritual practices in a private and nonjudgmental manner, and engage family members when appropriate and with consent—as key sources of emotional and spiritual support. Health facilities are encouraged to provide staff training and clear referral pathways to spiritual resources while safeguarding confidentiality. Further research with more diverse participants is recommended to enhance transferability and inform the development of structured spiritual care protocols
Navigating the Transition: How Homesickness Relates to Academic Stress in First-Year University Students
Full text linkThe transition to higher education requires substantial adaptability, and inadequate adjustment may intensify homesickness among first-year migrant students. This cross-sectional correlational study examined the association between homesickness and academic stress among 310 first-year migrant students at Universitas Negeri Semarang (aged 18–20 years) recruited through purposive sampling. Data were collected using the Student-Life Stress Inventory and the Homesickness Questionnaire. Given non-normal score distributions, Spearman’s rho correlation was applied. Results indicated a significant, moderate positive association between homesickness and academic stress (rs = .479, p < .001). Thus, students reporting greater homesickness also reported higher perceived academic stress while living away from home. These findings underscore the need for universities to provide early screening and targeted adjustment support e.g., orientation-based transition assistance and psychoeducational programs to help migrant students manage emotional transitions and mitigate academic stress.
Teamwork and Students’ Perceptions of Fairness and Self-Regard: a Mixed-Method Exploration
Full text linkThis research examines how structured teamwork in an English as a Foreign Language (EFL) course relates to Vietnamese university students’ perceptions of fairness and self-regard. Grounded in social interdependence theory and organizational justice theory, the study employed a mixed-method approach over eight weeks with 143 freshmen enrolled in a beginning-level English communication course. Quantitative data were collected through pre- and post-course surveys, teamwork rubric ratings, and group presentation scores, while qualitative data were gathered through team reports and semi-structured interviews. Results showed substantial pre–post increases in fairness and self-regard. However, teamwork performance indicators were not directly associated with changes in either construct. In contrast, teamwork quality was positively related to presentation performance, and qualitative evidence suggested that equitable task division, open communication, and respectful collaboration were linked to students’ perceptions of fairness and confidence. Overall, the findings suggest that teamwork may support fairness and self-regard through collaborative processes rather than through measurable teamwork scores alone. This study highlights the social–emotional value of teamwork-based instruction and underscores the importance of clear role assignment, shared responsibility, and communication routines in EFL classrooms
How Fathers Protect: Self-Concept as the Key Mechanism Linking Paternal Involvement to Reduced Risk Behaviors in School Adolescents
Full text linkAdolescent risk-taking behaviors in schools remain a pressing concern. Although father involvement and a positive self-concept are recognized protective factors, the psychological mechanism linking them requires clarification, particularly in the Indonesian context. This study examined whether self-concept mediates the relationship between father involvement and risk-taking behavior among Indonesian junior and senior high school students. A cross-sectional design was employed with 331 students from Palembang, South Sumatra. Data were collected using the Perceived Father Involvement Inventory (PFII), the Self-Concept Scale, and the Risk-Taking Behavior Scale. Mediation analysis with bootstrapping in Jamovi showed a significant total effect of father involvement on risk-taking behavior (β = −0.0388, p = .012). Importantly, the indirect effect via self-concept was significant (β = −0.0221, p = .004), whereas the direct effect was nonsignificant (β = −0.0167, p = .323), indicating a pattern consistent with indirect-only (full statistical) mediation. These findings suggest that the association between father involvement and lower risk-taking is primarily explained through its relationship with a more positive adolescent self-concept rather than through a direct effect. Accordingly, school-based prevention programs may benefit from a dual approach: engaging fathers as partners in adolescents’ identity development and implementing self-concept enhancement initiatives for students