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All Journal Journal An-Nafs: Kajian Penelitian Psikologi Indonesian Journal of Islamic Educational Review Eudaimonia : Journal Psychology
Samuel Givency
Universitas Sains Indonesia
Religion Humanities Education Environmental Science Social Sciences Other

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Psychological Factors Influencing Healthy Food Consumption Behavior in Adolescents: A Systematic Literature Review Ziyadi Ali Ikromi; Farah Fadilah Hasyim; Samuel Givency
Eudaimonia Journal Psychology Vol. 2 No. 02 (2026): Eudaimonia Journal Psychology 2026
Publisher : Universitas Sains Indonesia Publishing

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Abstract

Healthy eating behavior in adolescents is a crucial factor in supporting growth, development, and long-term health. However, various studies have shown that healthy eating behavior is influenced not only by environmental factors and nutritional knowledge but also by psychological factors. Therefore, a comprehensive study is needed to identify psychological factors that influence healthy eating behavior in adolescents. This study aims to identify and analyze psychological factors that influence healthy eating behavior in adolescents through a systematic literature review approach. The study used PRISMA guidelines and analyzed 11 articles published between 2021 and 2026. Data were analyzed through a synthesis process of the psychological factors found in each study. The results of the study indicate that psychological factors influencing healthy eating behavior in adolescents include attitudes, self-efficacy, self-control, motivation, intentions, and subjective well-being. Attitude is the most dominant factor, followed by self-efficacy, self-control, and motivation. Healthy eating behavior in adolescents is influenced by various psychological factors, especially attitudes, self-efficacy, self-control, and motivation. These findings demonstrate the importance of considering psychological aspects in efforts to improve healthy eating patterns in adolescents.
Coping Strategy: A Study on Professional Quality of Life (ProQOL) Among Special Education Teachers Rismawati Rismawati; Novi Hidayat; Bekti Estu; Khoirunnisa Ardina; Samuel Givency
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8114

Abstract

Professional quality of life (ProQOL) is a critical indicator of psychological well-being among special education teachers, particularly given the emotional and instructional demands of teaching students with special needs. Coping strategies represent an important mechanism for managing occupational stress; however, empirical evidence examining how distinct coping strategies relate to multiple dimensions of ProQOL among special education teachers—especially in non-Western educational contexts—remains limited. To address this gap, this study aimed to examine the differential effects of problem-focused, emotion-focused, and avoidant coping strategies on compassion satisfaction, burnout, and secondary traumatic stress among Indonesian special education teachers. This study employed a quantitative, cross-sectional design with 147 teachers working in special schools in the Bekasi area. Coping strategies were assessed using the 28-item Brief COPE Inventory, while professional quality of life was measured using the 30-item Professional Quality of Life Scale (ProQOL-5). Confirmatory factor analysis was conducted to establish construct validity, and multivariate regression analysis using Mplus 7 was performed to test the proposed relationships. The results indicated that problem-focused and emotion-focused coping were positively associated with compassion satisfaction and negatively associated with burnout, whereas avoidant coping was positively associated with secondary traumatic stress. These findings demonstrate that coping strategies exert differentiated effects across ProQOL dimensions rather than uniform influences, highlighting the importance of adaptive coping in sustaining teachers’ professional well-being. By extending ProQOL research beyond healthcare professions and situating it within the context of special education in Indonesia, this study offers context-specific empirical evidence that may inform targeted interventions aimed at enhancing compassion satisfaction and reducing burnout and trauma-related stress among special education teachers.
Technostress pada Guru Sekolah Luar Biasa: Peran Efikasi Diri, Dukungan Sosial, dan Kecerdasan Emosi Ziyadi Ali Ikromi; Rismawati Rismawati; Samuel Givency
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/5d52a238

Abstract

Transformasi digital dalam pendidikan mendorong guru mengintegrasikan teknologi informasi dalam pembelajaran. Bagi guru Sekolah Luar Biasa (SLB), tuntutan ini lebih kompleks karena penggunaan teknologi harus disesuaikan dengan karakteristik peserta didik berkebutuhan khusus. Kondisi tersebut berpotensi memunculkan technostress. Penelitian ini bertujuan menganalisis pengaruh efikasi diri, dukungan sosial, dan kecerdasan emosi terhadap technostress pada guru SLB. Penelitian menggunakan pendekatan kuantitatif dengan desain survei korelasional terhadap 148 guru SLB yang dipilih melalui teknik purposive sampling. Instrumen penelitian meliputi skala Technostress (α = 0,871), Efikasi Diri (α = 0,889), Dukungan Sosial (α = 0,889), dan Kecerdasan Emosi (α = 0,901). Data dianalisis menggunakan regresi linear berganda. Hasil menunjukkan model regresi signifikan (F = 20,982; p < 0,001) dengan R² = 0,304, sehingga ketiga variabel secara bersama-sama menjelaskan 30,4% variasi technostress. Secara parsial, efikasi diri berpengaruh negatif signifikan terhadap technostress (β = -0,212; p = 0,027), demikian pula kecerdasan emosi (β = -0,287; p = 0,011). Dukungan sosial tidak berpengaruh signifikan (β = -0,125; p = 0,207). Temuan menunjukkan faktor psikologis internal lebih berperan dalam menurunkan technostress. Sekolah disarankan mengembangkan program penguatan efikasi diri dan kecerdasan emosi serta pelatihan teknologi yang sesuai dengan kebutuhan guru SLB.
Co-Authors Bekti Estu Farah Fadilah Hasyim Khoirunnisa Ardina Novi Hidayat Rismawati Ziyadi Ali Ikromi