Journal of Educational, Health and Community Psychology
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Cybervictimization, Self-esteem and Perceived Social Support: Resilience Role as the Mediating Variable
Full text linkCyberbullying significantly impacts mental health, contributing to decreased self-esteem, self-harm, and suicide among adolescents. While previous research has established links between self-esteem, social support, and cyberbullying, the underlying mechanisms remain unclear, particularly the potential mediating role of resilience. This study aimed to address this gap by examining whether resilience mediates the relationship between perceived social support, self-esteem, and cyberbullying. A quantitative methodology was adopted, involving a sample of 994 middle-school students aged 12 to 17 years from urban regions in East Java, Jakarta, West Java, and Bali. Structural Equation Modeling (SEM) was employed to perform mediation analyses. Findings indicated that resilience does not mediate the relationships among self-esteem, perceived social support, and cyberbullying. Furthermore, self-esteem and perceived social support emerged as stronger direct predictors of cyberbullying in the absence of resilience as a mediator. Although self-esteem significantly predicts resilience, perceived social support exhibited only a limited predictive ability in relation to resilience. These findings highlight the need for further research to explore alternative pathways through which self-esteem and social support influence cyberbullying, as well as the contextual factors that may affect resilience in adolescent populations
Students’ Psychological Adjustment to Shift-Schooling Ecosystem in Sub-Saharan African Urban Communities
Full text linkWhile shift-schooling has been recognized for expanding educational access without large-scale infrastructural investments in marginalized communities, little is known about how adolescents in Sub-Saharan Africa psychologically adjust to these learning environments. These students face developmental challenges related to career aspirations, emotional regulation, and interpersonal relationships. Guided by adaptation theory, this study examined academic adjustment among senior high school students by focusing on psychological well-being indicators such as emotion, social relationships, and attachment. Using a survey research design with a random sample of 270 students, moderate reliability coefficients were recorded for psychological adjustment using the Student Adaptation to College Questionnaire (SACQ). Hypotheses were tested using one-way ANOVA and multiple linear regression via IBM-SPSS version 23. Results revealed that accommodation status significantly impacted psychological adjustment to shift-schooling, and gender differences influenced adjustment outcomes. School attachment and emotional and social adjustment behaviours predicted over 63% of the variance in academic adaptation. The study concluded that urban transportation challenges negatively affected non-residential students’ emotional experiences, particularly among females. These findings underscore the importance of psychological factors in shaping students' perceptions of their learning environments. Emotional and relational counseling interventions are recommended to support adolescents transitioning from basic education to senior high school in Sub-Saharan African urban settings
Academic Engagement in Students: The Role of Lecturers' Social Support Mediated by Academic Self-Efficacy and Growth Mindset
Full text linkAcademic engagement is a critical topic within the field of educational psychology, particularly in the context of higher education, due to its far-reaching positive and negative implications. Among the key antecedents believed to shape academic engagement are lecturer social support, academic self-efficacy, and a growth mindset. This study aimed to examine the extent to which academic self-efficacy and a growth mindset mediate the relationship between lecturer social support and academic engagement. The research involved 451 undergraduate students from the Greater Jakarta area, utilizing path analysis as the primary data analysis technique. The findings revealed two main outcomes: (1) lecturer social support has a significant direct effect on academic engagement, and (2) academic self-efficacy and growth mindset do not serve as strong mediators in this relationship. These results highlight the importance of enhancing lecturer support and suggest the need for targeted interventions to strengthen students’ academic self-efficacy and growth mindset within higher education institutions.
The Construction of Santri's Self-Control and Religiosity: The Role of Parents, Kiai, and Peers
Full text linkThe dynamics of life in Islamic boarding schools (pesantren), particularly concerning self-control and religiosity, are increasingly relevant amid evolving educational and social contexts. As santri (students) navigate a blend of religious discipline and modern influences, understanding the factors that shape their character becomes essential. This study investigates the roles of parental interaction, kiai (religious leader) communication, and peer attachment in influencing santri’s self-control and religiosity. Using a quantitative approach, data were collected from diploma- to bachelor-level santri aged 18–23 through Cluster Random Sampling and Purposive Sampling techniques. A total of 24 indicators were employed across validated instruments: Adolescent-Reported Parenting Items (α = 0.85), Interpersonal Communication Motives (α = 0.92), Inventory of Parent and Peer Attachment (α = 0.81), Self-Control Scale (α = 0.85), and the Religiosity Among Muslims scale (α = 0.98). Results show that strong parental interaction significantly enhances both self-control and religiosity, highlighting the critical role of family involvement in santri character formation. Communication with kiai also positively affects religiosity, reinforcing the value of spiritual guidance. These findings offer important implications for educators, parents, and pesantren leaders in developing strategies to support santri character development amidst shifting social landscapes
Do Research Attitudes Predict Participation? A Quantitative Analysis Using the Research Attitudes Questionnaire
Full text linkThis study aimed to examine whether positive attitudes toward research predict actual participation behaviour in online research settings. The Research Attitudes Questionnaire (RAQ) was used to assess individuals’ beliefs about research, while verified participation records from the Prolific platform served as the behavioural outcome measure.A total of 215 participants completed the seven-item RAQ and provided consent for their verified participation data to be accessed through the Prolific platform. A simple linear regression analysis was conducted, with RAQ scores as the predictor variable and the total number of completed studies as the outcome variable. Participants reported generally favourable attitudes toward research; however, RAQ scores did not significantly predict verified participation behaviour (β = .071, p = .28). Attitudes accounted for only a small proportion of the variance in participation (R² = .005), suggesting limited predictive power. These findings highlight a disconnect between attitudinal endorsement and actual behaviour, consistent with the intention-behaviour gap described by Ajzen’s Theory of Planned Behaviour. The results underscore the limitations of using attitudinal measures alone to predict research engagement and suggest that integrative models incorporating individual, contextual, and structural factors are needed to improve participation rates, particularly in online contexts
The Impact of Head Nurse Supervision and Nurse Motivation on Discharge Planning Compliance at RSUD Dr. M. Haulussy Ambon
Full text linkDischarge planning ensures continuity of patient care after hospitalization, yet in Indonesia, it often faces documentation and procedural challenges. This study examined the relationship between head nurse supervision and nurse motivation with compliance in implementing discharge planning at RSUD Dr. M. Haulussy Ambon. Using a cross-sectional design, data were collected from 257 nurses through validated questionnaires and observation sheets. Findings showed that 64.2% received good supervision, 56.4% had good motivation, and 58.4% demonstrated good compliance. Chi-square analysis revealed significant associations between head nurse supervision (p < .001) and motivation (p = .037) with compliance. Good supervision increased compliance 4.7 times (OR = 4.73; 95% CI: 2.67–8.40), and good motivation increased it 2.9 times (OR = 2.87; 95% CI: 1.16–4.85). These results highlight the importance of structured supervision and sustained motivation to improve discharge planning, enhance patient safety, and reduce readmissions
DISC Personality and Career Readiness of Gen Z Psychology Students: I/O Psychology in Digital Era
Full text linkThe digital era demands career readiness that extends beyond technical competencies, emphasizing adaptive personality traits suited to dynamic organizational contexts. This study aims to map the DISC personality profiles of Generation Z psychology students and analyze their alignment with digital workforce demands in Industrial and Organizational Psychology (I/O Psychology). A descriptive-analytic quantitative design was employed, involving 248 undergraduate students from Universitas Muria Kudus. Data were collected using a validated DISC instrument with acceptable internal consistency (Cronbach’s α = 0.628–0.741), and model fit confirmed by Confirmatory Factor Analysis. Chi-square tests were used to examine associations among DISC categories and demographic variables. Results revealed a dominance of Conscientiousness (C) and Steadiness (S) types across strength, weakness, and total scores, indicating tendencies toward structured thinking, collaboration, and reliability. Significant correlations among DISC dimensions supported personality consistency across contexts, while no significant differences were found by gender, age, or cohort year. These findings underscore the importance of cross-dimensional personality development, particularly Dominance (D) and Influence (I) traits, to enhance adaptability and leadership in digital work environments. The study offers practical implications for integrating personality-based frameworks into I/O Psychology curricula to support holistic career readiness and employability
Sleep Quality, School Environment, and Quality of Life among High School Students: A Comparative Study: A Comparative Study
No full textAdolescence is a critical developmental period in which sleep quality and the school environment shape health and well-being. We examined differences in sleep quality and quality of life (QoL) between Indonesian students attending a public (n=500) versus a Christian (n=50) high school and explored sex-specific patterns. In this cross-sectional study (May–June 2024), we administered the Pittsburgh Sleep Quality Index (PSQI) and the WHOQOL-BREF (physical, psychological, social, environmental domains). Females reported poorer sleep than males (PSQI: 6.40 ± 3.04 vs 5.51 ± 3.01; p=0.001), and lower general QoL (7.09 ± 1.44 vs 7.54 ± 1.53; p<0.001). Christian-school students scored higher on psychological QoL (Domain 2: 21.26 ± 3.43 vs 20.08 ± 3.55; p=0.024) and general QoL (7.78 ± 1.51 vs 7.20 ± 1.48; p=0.013) compared with public-school peers; sleep quality did not differ (p=0.733). Across all students, poorer sleep correlated with worse physical health (Domain 1: r = -0.15, p<0.001) and lower general QoL (r = -0.09, p=0.033); the sleep–physical QoL association persisted in males (r = -0.23, p=0.001) but not females. This study highlights the role of gender and school environment in understanding sleep quality and quality of life in adolescents. Practically, results support school-based sleep health education and leveraging faith-based community assets to enhance psychological well-being in resource-constrained settings
Maternal Parenting Style and Depression in Adolescents with Divorced Parents: The Mediating Roles of Cognitive Triad and Emotion Regulation Difficulties
Full text linkParental divorce is one of the factors that influences depression in adolescents. It is necessary to examine the mechanisms that cause depression in adolescents from divorced families. Several studies have examined the impact of negative parenting on adolescent depression through cognitive factors and emotional regulation. However, none have investigated both factors simultaneously. This study addressed this research gap by examining the influence of maternal rejection and maternal psychological control on depression in adolescents from divorced family through the cognitive triad and emotional regulation difficulties. Respondents in this study were 227 adolescents, both boys and girls, aged 12-19 years, who had experienced their parents' divorce, and lived with their mothers. Respondents completed the Children’s Depression Inventory, Psychological Control Scale-Youth Self Report, Children-Parenting Acceptance-Rejection Questionnaire, Cognitive Triad Inventory-Children, and Difficulties Emotion Regulation Scale. Multivariate path analysis was used to examine the relationships between the study variables. The structural model demonstrated an adequate fit, χ²(df=2)=5.298, p=0.071, CFI=0.994, TLI=0.968, RMSEA=0.084 (90% CI [0.00, 0.18]), and SRMR=0.041. Maternal rejection was found to influence depression primarily indirectly through the cognitive triad (β_ind=0.215, 95%CI [0.15, 0.28]), whereas maternal psychological control was indirectly associated with depression via emotion regulation difficulties (β_ind=0.08, 95%CI [0.04, 0.12]). The model accounted for 60.5% of the variance in depression. These findings underscore the importance of cognitive-based interventions in the context of maternal rejection and emotion regulation training in the context of maternal psychological control.The findings of this study can help develop intervention programs for adolescents and parents in the context of divorced families and various related parties. This study offers findings that can be implemented in future studies
Implementation of Group Counseling Services Based on Cognitive Behavior Modification with Self-Management Techniques to Reduce Nomophobia among Senior High School Students
Full text linkNomophobia, defined as excessive anxiety due to the absence of access to smartphones, has become a widespread psychological problem that disrupts students' concentration, motivation, and academic achievement. As many as 84.2% of high school students in Indonesia have been reported to experience severe nomophobia symptoms. This quasi-experimental study aims to test the effectiveness of group counseling services based on the Cognitive Behavior Modification (CBM) approach integrated with self-management techniques in reducing nomophobic behavior among high school students. A total of 20 eleventh grade students (aged 16–17 years) at SMA Negeri 17 Padang were divided into two groups: an experimental group (n = 10) that received five sessions of group counseling based on Cognitive Behavior Modification (CBM) with self-management techniques, and a control group (n = 10) that received conventional counseling. Data were collected using an adapted version of the Nomophobia Questionnaire (NMP-Q) (33 items, four dimensions, α = 0.781) and analyzed with nonparametric tests (Wilcoxon Signed-Rank Test and Mann-Whitney U Test) at a significance level of α = 0.05. The research results showed that the experimental group experienced a significant decrease of 41.3% (from M = 121.7, high category, to M = 84.7, low category), compared to the control group which only decreased by 12.9% (from M = 116.4 to M = 105.8). Statistical analysis showed significant differences both within groups (Wilcoxon Z = -2.803, p = 0.005) and between groups (Mann-Whitney U = 11.500, Z = -2.911, p = 0.004). Group counseling based on Cognitive Behavior Modification (CBM) integrated with self-management techniques proved effective in reducing nomophobic behavior through cognitive restructuring and self-regulation, and is therefore recommended as a structured intervention to address technology related anxiety in educational settings