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All Journal Journal An-Nafs: Kajian Penelitian Psikologi Educan: Jurnal Pendidikan Islam
Ahmad Adin Sutariyono
Universitas Muhammadiyah Surakarta
Education Environmental Science Social Sciences Other

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Adversity Quotient Among Students in a Professional Psychology Education Program: A Phenomenological Study Qudzam Rizqisailu; Ahmad Adin Sutariyono; Mathayo Marko Nassari; Sri Lestari
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): 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.v11i1.8744

Abstract

Although adversity quotient (AQ) has been widely examined in relation to academic resilience and stress among university students, little is known about how AQ is experienced by students in professional psychology education, who face intensive academic, emotional, and practicum-related demands. This study therefore aimed to explore the lived experiences of AQ among students in the Professional Psychology Education Program at University X. A qualitative phenomenological design was employed, and data were collected through semi-structured interviews with three students selected using purposive sampling. The interview data were analyzed using thematic analysis to identify patterns underlying participants' experiences of coping with professional education challenges. The findings revealed six major themes that characterize students' AQ. Four themes—Control, Origin and Ownership, Reach, and Endurance—correspond  to Stoltz's AQ framework and describe students' abilities to regulate themselves, assume responsibility for difficulties, limit the impact of adversity, and persist through academic and practicum challenges. More importantly, the study identified two additional themes, namely social support and spirituality, which emerged as essential contextual resources that strengthen students' resilience throughout their professional education. These findings suggest that students' AQ is shaped not only by individual psychological capacities but also by supportive interpersonal relationships and spiritual meaning-making processes. Conceptually, this study suggests that the existing AQ framework may be enriched by considering the role of contextual resources within the professional psychology education setting, where resilience is shaped through dynamic interactions among personal, social, and transcendental factors. The findings provide a richer contextual understanding of AQ and offer practical implications for designing professional education environments that foster psychological resilience through academic support, social connectedness, and spiritual well-being.
Adversity Quotient Among Students in a Professional Psychology Education Program: A Phenomenological Study Qudzam Rizqisailu; Ahmad Adin Sutariyono; Mathayo Marko Nassari; Sri Lestari
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): 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.v11i1.8744

Abstract

Although adversity quotient (AQ) has been widely examined in relation to academic resilience and stress among university students, little is known about how AQ is experienced by students in professional psychology education, who face intensive academic, emotional, and practicum-related demands. This study therefore aimed to explore the lived experiences of AQ among students in the Professional Psychology Education Program at University X. A qualitative phenomenological design was employed, and data were collected through semi-structured interviews with three students selected using purposive sampling. The interview data were analyzed using thematic analysis to identify patterns underlying participants' experiences of coping with professional education challenges. The findings revealed six major themes that characterize students' AQ. Four themes—Control, Origin and Ownership, Reach, and Endurance—correspond  to Stoltz's AQ framework and describe students' abilities to regulate themselves, assume responsibility for difficulties, limit the impact of adversity, and persist through academic and practicum challenges. More importantly, the study identified two additional themes, namely social support and spirituality, which emerged as essential contextual resources that strengthen students' resilience throughout their professional education. These findings suggest that students' AQ is shaped not only by individual psychological capacities but also by supportive interpersonal relationships and spiritual meaning-making processes. Conceptually, this study suggests that the existing AQ framework may be enriched by considering the role of contextual resources within the professional psychology education setting, where resilience is shaped through dynamic interactions among personal, social, and transcendental factors. The findings provide a richer contextual understanding of AQ and offer practical implications for designing professional education environments that foster psychological resilience through academic support, social connectedness, and spiritual well-being.
Stunting and Child Development in Educational Contexts: A Socioecological Review Based on Bronfenbrenner’s Theory Annisa Nur Rohmah; Ahmad Adin Sutariyono; Mathayo Marko Nassari
Educan Vol. 10 No. 2 (2026): Transforming Islamic Education: Values, Learning, Institutions, and Student We
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v10i2.25

Abstract

Stunting is a multidimensional developmental condition that has long-term consequences for children’s cognitive functioning, language development, and school readiness within educational contexts. This article aims to review the impact of stunting on child development in Indonesia using Bronfenbrenner’s ecological systems theory as a socioecological framework. A systematic literature review with a narrative synthesis approach was employed. Literature searches were conducted using Google Scholar, PubMed, Scopus, SINTA, and Garuda, covering studies published between 2013 and 2026 that addressed stunting and its implications for child development and education. The findings were analyzed by categorizing evidence across ecological levels, including the microsystem, mesosystem, exosystem, and macrosystem. The synthesis reveals that stunting is associated with reduced cognitive performance by approximately 0.56-0.82 standard deviations, delayed school entry, and persistent regional disparities in educational outcomes. These effects are exacerbated by weak coordination among families, schools, health services, and policy frameworks. This review proposes a socioecological model emphasizing integrated psychoeducational interventions across sectors. The study concludes that addressing stunting requires moving beyond a nutrition-centered approach toward a holistic, education-sensitive strategy that considers children’s developmental environments in order to mitigate long-term educational disadvantages and human resource inequality in Indonesia.
Co-Authors Annisa Nur Rohmah Mathayo Marko Nassari Mathayo Marko Nassari Qudzam Rizqisailu Sri Lestari