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All Journal Indonesian Journal of Counseling and Development Journal of Indonesian Primary School
Adaobi Jennifer Iloakasia
Nwafor Orizu College of Education Nsugbe
Religion Education

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The Effectiveness of Cognitive Restructuring-based Group Counseling in Reducing Academic Stress among Generation Z Vocational High School Students Dona Fitri Annisa; Prio Utomo; Tiara Agustine; Yahya Muhammed Bah; Adaobi Jennifer Iloakasia
Indonesian Journal of Counseling and Development Vol. 8 No. 1 (2026): July 2026
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v8i1.7036

Abstract

Generation Z vocational high school students encounter complex academic and social pressures that frequently induce overwhelm and overachievement tendencies, thereby elevating their risk of academic stress. This study evaluated the effectiveness of cognitive restructuring-based group counseling in reducing academic stress among Generation Z students in a vocational high school context. Employing a mixed-methods approach with an explanatory sequential design, the study purposively selected nine tenth-grade students from the Fashion Department at SMKN 3 Cimahi who exhibited high levels of academic stress. Quantitative data were gathered using an academic stress questionnaire based on Gadzella’s theory and analyzed via the Shapiro-Wilk test and paired samples t-test. The findings revealed that the cognitive restructuring intervention significantly reduced academic stress, as evidenced by a mean score decrease from 75 (high category) to 45 (low category), with a p-value of 0.000 (t = 57.553; df = 8). These results indicate that cognitive restructuring-based group counseling serves as an effective, evidence-based guidance strategy, enabling Generation Z students to develop emotional regulation, adaptive cognitive patterns, and coping skills to mitigate academic pressures in vocational education
Integrating Counseling into the Elementary School Curriculum Implications for Building a Strong Educational Foundation Chinwe Augustina Enwere; Adaobi Jennifer Iloakasia
Journal of Indonesian Primary School Vol. 2 No. 4 (2025): DECEMBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v2i4.841

Abstract

Many elementary school pupils face emotional, social, and behavioral challenges that can negatively affect their academic performance and overall development. Despite this, counseling services are often underutilized or absent in early education, leaving gaps in pupils’ social-emotional support. The study adopted a descriptive survey design and was conducted among teachers and professional counsellors in Anambra State. Data were collected electronically using Google Form from 85 respondents categorized by years of experience. A structured questionnaire measured counseling integration, its impact on pupils’ socio emotional development, and its educational implications. Data were analyzed using descriptive statistics and ANOVA at 0.05 significance level. Eighty-five respondents participated, with most having less than five years of experience (35.3%), followed by 15 to 25 years (30.6%). Findings showed strong agreement that counseling was integrated through structured activities, collaboration, timetable inclusion, and management support, though classroom integration of guidance topics was weaker. Integrated counseling positively influenced pupils’ emotional stability, relationships, and participation, though its effect on behavioral reduction was modest. Respondents also agreed that counseling strengthened discipline and overall school performance. ANOVA results revealed significant differences based on years of experience across all three hypotheses, leading to rejection of the null hypotheses. The study concludes that policymakers, educators, and school administrators must prioritize counseling integration to cultivate emotionally resilient, socially competent, and academically motivated pupils, thereby laying a firm foundation for lifelong learning.
Co-Authors Chinwe Augustina Enwere Dona Fitri Annisa Prio Utomo Tiara Agustine Yahya Muhammed Bah