Journal of Educational, Health and Community Psychology
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How Self Management and Achievement Motivation Contribute to Student Discipline
Full text linkThe educational process needs to be guided by clear rules and regulations so that the learning atmosphere remains orderly and educational goals can be achieved optimally. Discipline enables students to direct and control their behavior in accordance with school expectations. This study employed a quantitative approach with a descriptive correlational design. The sample consisted of 250 students in Grades VII, VIII, and IX at SMP Pembangunan Laboratorium UNP, selected using proportional random sampling. Research instruments included self-management, achievement motivation, and student discipline scales based on a Likert response format. Data were analyzed using descriptive statistics and multiple regression analysis. The results indicated a significant relationship between self-management and achievement motivation and student discipline, with both predictors jointly accounting for 25.4% of the variance in discipline. These findings can be used as input for designing guidance and counseling service programs at SMP Pembangunan Laboratorium UNP
The Effect of Mental Health and Psychosocial Support Interventions on Depression, Anxiety, and Stress in Children with Physical Disabilities
Full text linkThis study investigated the effectiveness of Mental Health and Psychosocial Support (MHPSS) interventions in reducing depression, anxiety, and stress among children with physical disabilities. The intervention program integrated relaxation techniques, emotional literacy, and peer-based activities to promote adaptive coping and emotional resilience. A pretest–posttest design was employed, and statistical analysis indicated a significant improvement in psychological well-being, with large effect sizes across all variables. The greatest change occurred in depressive symptoms, followed by reductions in anxiety and stress levels. These findings suggest that structured and contextually adapted MHPSS programs effectively enhance emotional regulation and psychosocial adjustment. The study highlights the importance of school-based psychosocial initiatives in fostering inclusive education and reducing stigma toward children with disabilities
Explaining Commitment in Romantic Relationships among Emerging Adults: The Role of Disorganised Attachment and Quality of Alternatives
Full text linkRising relationship ambiguity challenges commitment stability during emerging adulthood. This cross-sectional correlational study examines the predictive role of disorganised attachment and quality of alternatives on romantic commitment. The participants included 215 emerging adults (aged 18–29) in heterosexual dating relationships, selected using purposive sampling. Data were collected using the Adult Disorganised Attachment scale and the Investment Model scale. All procedures were conducted in accordance with ethical standards. Data were analysed using multiple linear regression with robust standard errors. The results indicated that both predictors simultaneously predicted commitment (R2 = 0.38). Partial analysis revealed that the quality of alternatives (β = -0.52) had a dominant negative prediction on commitment compared to disorganised attachment (β = -0.20). Findings suggest that perceived attractive alternatives significantly undermine commitment stability. This highlights the need for counselling interventions addressing attention to alternatives to enhance relationship stability
Validating the Indonesian Connor-Davidson Resilience Scale: Confirmatory Factor Analysis in Surakarta High School Students
Full text linkResilience is a crucial aspect that is closely related to the mental health of children and adolescents. The development of measurements related to resilience can be the first step to be able to conduct accurate psychological assessments and develop strategies to strengthen resilience. This study aims to evaluate the validity and reliability of the Indonesian version of the Connor-Davidson Resilience Scale (CD-RISC) using Confirmatory Factor Analysis (CFA). The analysis was conducted on a sample of 1,087 high school students from the Surakarta area. The initial CFA model for the resilience scale showed a good fit (RMSEA = 0.073; SRMR = 0.055; CFI = 0.94, NFI = 0.95, GFI = 0.90). Model fit means that the Connor-Davidson Resilience Scale (CD-RISC) model is supported by empirical data and supports the theoretical structure. The scale also met the criteria of convergent and discriminant validity, as well as reliability, in explaining the dimensions of resilience: personal competence, trust in instinct, acceptance of change, control, and spirituality. Among these dimensions, spirituality, personal competence, and trust had the highest reflective weight, followed by acceptance and control. In conclusion, this study confirmed that the Indonesian version of the Connor-Davidson Resilience Scale (CD-RISC) is a valid and reliable tool for measuring resilience among senior high school students. Therefore, this scale can be used in conducting accurate psychological assessments in order to build strategies to strengthen resilience in adolescents.
How Does Intolerance of Uncertainty Predict Work Readiness? Unveiling the Role of Self-efficacy
Full text linkAs students transition into the workforce, work readiness becomes essential—particularly for those entering high-uncertainty environments such as startups. While prior studies have established the negative impact of intolerance of uncertainty (IU) on various career-related outcomes, the underlying mechanisms by which IU affects work readiness (WR) remain insufficiently explored. Specifically, little is known about the mediating role of self-efficacy (SE) in this relationship, particularly within the context of internship experiences. Furthermore, existing research has rarely focused on student populations engaged in real-world transitions, such as internships in startup environments characterized by volatility and ambiguity. Addressing this gap, the present study investigates the effect of IU on WR with SE as a mediator. Data were collected through an online survey involving 208 student interns participating in the Certified Internship and Independent Study Program (MSIB), selected via purposive sampling. Validated Indonesian versions of the Intolerance of Uncertainty Scale-12 (IUS-12), General Self-Efficacy Scale (GSES), and Work Readiness Scale (WRS) were utilized. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. The results indicate a significant indirect effect of IU on WR through SE, whereas the direct effect of IU on WR was not statistically significant. These findings underscore the critical role of self-efficacy in enhancing students’ work readiness and mitigating the negative impact of uncertainty
Astrologic: The Effectiveness of Priming Using Chinese Zodiac Characteristics on Logical Thinking Ability
Full text linkThis experimental study examined whether Chinese zodiac personality descriptions, when used as priming stimuli, affect logical thinking ability among Generation Z students. A 2x2 factorial design (valence x validity) was applied to 105 college students aged 18-25, who were randomly assigned to one of four groups: positive-valid, positive-invalid, negative-valid, or negative-invalid. Logical thinking was measured using 15-minute Sudoku Logical Task administered before and after priming. A one-way ANOVA showed no significant overall effect of priming on logical thinking ability (F = 1.290, p-value = 0.282 > 0.05). However, paired sample t-tests revealed a significant improvement in the negative-valid (t = 3.266, p-value = 0.003 < 0.05) and negative-invalid (t = 2.495, p-value = 0.020) groups, whereas no significant changes were observed in the positive conditions. These exploratory results were based on uncorrected p-values and should be interpreted with caution due to potential Type I error inflation. These results suggest that negative descriptions, even when perceived as valid or invalid, may elicit compensatory motivation to protect one’s self-concept. The findings extend the Situated Inference Model and Self-Enhancement Theory by emphasizing affective valence as a stronger determinant of cognitive engagement than perceived validity. Practically, challenge-based feedback may enhance logical thinking when framed constructively.
Sense of Belonging and Lecturers’ Work Enthusiasm in the Campus Environment Context
Full text linkThis study examined the influence of campus facilities and environmental quality on lecturers’ work enthusiasm, with sense of belonging as a mediating variable. A quantitative cross-sectional survey was conducted among 74 lecturers at Universitas Tjut Nyak Dhien Medan. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). Measurement items showed strong validity, with factor loadings between 0.802 and 0.876. Results revealed that campus facilities significantly affect both work enthusiasm (t= 3.187) and sense of belonging (t= 4.211). Environmental quality also exerts a significant effect on sense of belonging (t= 5.025) and work enthusiasm (t= 5.335). Moreover, sense of belonging positively influences work enthusiasm (t= 4.271), confirming its mediating role. The findings extend Resource-Based View, AMO framework, and Social Exchange Theory in the Indonesian higher education context. Practically, they suggest universities should enhance facilities, improve work environments, and foster belonging to strengthen lecturers’ enthusiast
Anxiety in HIV Patients During Treatment: The Role of Mindfulness and Resilience
Full text linkHIV remains a significant global health concern, often increasing the risk of psychological distress, including depression and anxiety. Anxiety, characterized by feelings of unease and excessive worry about future events, may be influenced by mindfulness and resilience. Mindfulness, which enhances present-moment awareness, has been shown to reduce anxiety, while resilience enables individuals to cope with stressors, facilitating better management of life and treatment. This quantitative correlational study involved 116 respondents, selected through saturated sampling. The study utilized Nevid et al.'s (2003) Anxiety Scale, Baer et al.'s (2006) Mindfulness Scale, and Reivich & Shatté's (2002) Resilience Scale. The results revealed a significant negative correlation between resilience, mindfulness, and anxiety (F = 20.473, p < 0.05), with these variables accounting for 26.6% of the variance in anxiety levels. Specifically, resilience negatively correlated with anxiety (t = -2.267, p = 0.025), as did mindfulness (t = -3.068, p = 0.003). These findings suggest that both resilience and mindfulness play a crucial role in reducing anxiety among HIV patients. Therefore, integrating mindfulness and resilience-based interventions into HIV care programs may be beneficial in alleviating anxiety in this population
The Role of Positivity in Enhancing the Relationship Between Social Support and Subjective Well-being
Full text linkUniversity students often encounter various academic and personal challenges that may affect their psychological functioning. Subjective well-being is a crucial psychological resource that helps individuals cope with these challenges. Among the key factors influencing subjective well-being are social support and positivity. This study examines the moderating role of positivity in the relationship between social support and subjective well-being. Using a quantitative correlational design, data were collected from 416 university students through three validated instruments: the Social Support Scale, the Positivity Scale, and the Subjective Well-being Scale. The data were analyzed using moderated regression analysis. Results revealed that social support and positivity were positively and significantly associated with subjective well-being. Moreover, positivity significantly moderated the relationship between social support and subjective well-being. The simple slope analysis shows that at a high positivity level (+1 SD), the estimated effect of social support on subjective well-being was 0.296 (SE = 0.0344, Z = 8.62, p < 0.001). This shows that positivity strengthens the relationship between social support and subjective well-being
Does the Integrated Learning Course Affect Openness Traits in Students?
Full text linkThis study investigates the impact of integrated learning courses on the development of the openness personality trait among students enrolled in the Elementary School Teacher Education program at the University of Nusantara PGRI Kediri. Adopting a comparative quantitative design, the research compared the openness levels of students who had participated in integrated learning courses with those who had not. Openness was measured using the International Personality Item Pool (IPIP)-BFM-50, focusing on 10 specific indicators. The validity of the items was confirmed through Pearson product-moment correlation (p < .05), and the scale demonstrated acceptable internal consistency (Cronbach’s alpha = .714). Data analysis confirmed the assumptions of normality and homogeneity. Results revealed that students exposed to the integrated learning course scored significantly higher on openness (t(79) = 3.064, p = .003, Cohen’s d = .681), indicating a moderate to large effect size. The study concludes that integrated learning effectively fosters openness—an essential trait for adaptability and cognitive flexibility in 21st-century education. It recommends the broader integration of such courses into teacher education curricula. For future research, a mixed-methods approach is suggested to better understand the underlying processes through which integrated learning influences personality development.
Keywords: Integrated learning, openness trait, big five facto