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Nomophobia Tendency in College Students Who Have Extroverted Per-sonalities Ananda Pratiwi; IGAA Noviekayati; Niken Titi Pratitis
Eduvest - Journal of Universal Studies Vol. 5 No. 5 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i5.34663

Although previous research has examined the general impact of nomophobia—anxiety experienced when without a mobile phone—on student populations, limited studies have specifically addressed how this condition manifests among individuals with extroverted personalities. This study aims to fill that gap by descriptive analysis of nomophobia tendencies in college students who identify as extroverts. Utilizing a quantitative descriptive approach, data were collected through purposive sampling from 148 students aged 18–25 years. The findings revealed that 127 out of 148 extroverted students demonstrated a notable tendency toward nomophobia. These results highlight the significant vulnerability of extroverted individuals to mobile phone dependence, likely due to their high need for social interaction. The study contributes to psychological research by underscoring the intersection between personality traits and technology-related anxiety. Practically, the findings offer valuable insight for mental health professionals and educators to develop targeted interventions for reducing nomophobia in extroverted student populations.

Psikoedukasi Regulasi Emosi pada Anak Broken Home di Sanggar Kegiatan Belajar Kota X Mulisida; IGAA Noviekayati; Tatik Imadatus Sa’adati
Journal of Psychology and Social Sciences Vol. 4 No. 1 (2026): Journal of Psychology and Social Sciences
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jpss.v4i1.1637

Penelitian Penelitian ini bertujuan untuk mendeskripsikan permasalahan emosional peserta didik di SPNF SKB Kota X serta pelaksanaan intervensi berbasis psikoedukasi sebagai upaya peningkatan kemampuan regulasi emosi. Latar belakang penelitian didasari oleh temuan adanya kesulitan anak dalam mengenali, mengekspresikan, dan mengelola emosi yang berkaitan dengan dinamika keluarga, khususnya pola asuh yang kurang konsisten dan kondisi keluarga tidak harmonis. Metode yang digunakan berupa asesmen kualitatif melalui observasi, wawancara, Focus Group Discussion (FGD), dan kuesioner persepsi anak terhadap orang tua. Berdasarkan hasil asesmen, intervensi dilakukan pada tiga level, yaitu anak, orang tua, dan guru. Intervensi kepada anak dilaksanakan melalui psikoedukasi regulasi emosi, sementara orang tua memperoleh psikoedukasi pola asuh efektif disertai buku saku, serta guru mendapatkan penguatan peran pendampingan psikologis awal. Hasil intervensi menunjukkan adanya peningkatan kesadaran emosi, keberanian mengekspresikan perasaan, serta pemahaman awal strategi regulasi emosi yang lebih adaptif. Meskipun demikian, perubahan perilaku memerlukan penguatan berkelanjutan melalui dukungan keluarga dan sekolah. Penelitian ini menegaskan pentingnya intervensi kolaboratif dalam mendukung kesejahteraan psikologis peserta didik pendidikan nonformal.

Gambaran Tend and Befriend dalam Menghadapi Stress Sebuah Studi Literatur Satryo Dewanto; IGAA Noviekayati
Psycho Aksara : Jurnal Psikologi Vol. 3 No. 1 (2025): Volume 3, Nomor 1, Januari 2025
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN MASYARAKAT UNIVERSITAS NAHDLATUL ULAMA BLITAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/pyschoaksara.v3i1.1675

Stres adalah fenomena psikologis yang mempengaruhi individu dalam berbagai aspek kehidupan, baik fisik, emosional, maupun sosial. Salah satu teori yang menjelaskan respons terhadap stres adalah teori tend and befriend, yang mengemukakan bahwa perempuan lebih cenderung mengadopsi strategi merawat orang lain dan mencari dukungan sosial dalam menghadapi stres, dibandingkan dengan laki-laki yang lebih sering menunjukkan respons fight or flight. Penelitian terkini semakin menggali faktor-faktor yang mempengaruhi perbedaan gender dalam strategi koping ini, termasuk pengaruh budaya, lingkungan sosial, dan kepribadian. Tujuan dari penelitian ini adalah untuk mengkaji lima jurnal terkini yang membahas tend and befriend dalam berbagai konteks, seperti budaya, tempat kerja, dan dampak sosial dari stres. Metode yang digunakan adalah tinjauan sistematis literatur, yang memungkinkan integrasi dan analisis kritis dari temuan-temuan yang ada. Hasil kajian menunjukkan bahwa respons terhadap stres perempuan lebih banyak dipengaruhi oleh faktor sosial dan budaya, dengan dukungan sosial memainkan peran penting dalam pengelolaan stres. Faktor-faktor seperti budaya kolektivistik, kebijakan kesejahteraan di tempat kerja, dan karakteristik kepribadian juga berperan dalam memperkuat kecenderungan perempuan untuk menggunakan strategi tend and befriend. Temuan ini memberikan pemahaman yang lebih dalam tentang bagaimana perbedaan gender, dukungan sosial, dan faktor kontekstual saling berinteraksi dalam mempengaruhi strategi koping individu. Implikasi dari temuan ini adalah pentingnya menciptakan lingkungan sosial yang mendukung, baik di tempat kerja maupun dalam kehidupan pribadi, untuk memfasilitasi strategi koping yang lebih adaptif bagi perempuan. Kata Kunci : Tend and befriend, stress, dukungan sosial

A Case Study on Low Learning Motivation Among 10th-Grade Culinary Students at SMK Z Surabaya Kurnia Sintia Dewi; IGAA Noviekayati
International Journal on Advanced Science, Education, and Religion Vol 9 No 3 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i3.1803

This study aimed to examine the psychological dynamics underlying low learning motivation in a 16-year-old female student, identified by the initials VPM, who was enrolled in Grade 10 Culinary 2 at SMK Z Surabaya, and to evaluate the outcome of an individual counseling intervention. This study employed a qualitative case study approach. Data were collected through semi-structured interviews, classroom observation, psychological assessment, a learning motivation scale, and academic documentation. The psychological assessment included the Intelligence Structure Test (IST), Sixteen Personality Factors (16PF), Family Sentence Completion Test (FSCT), Draw-A-Person (DAP), Baum Test, and House-Tree-Person (HTP). The findings indicated that VPM’s low learning motivation was characterized by avoidance of difficult subjects, inconsistent learning effort, low persistence, distractibility, limited classroom participation, and unstructured independent study habits. Although her learning motivation scale score was classified as moderate, behavioral observations indicated that motivation was not consistently translated into academic engagement. VPM’s intellectual functioning was within the normal range, with relatively stronger memory and visuospatial abilities but comparatively lower verbal and numerical abilities. The case formulation indicated that low learning motivation resulted from the interaction of cognitive vulnerabilities, self-doubt, anxiety, unpleasant learning experiences, avoidance behaviors, and environmental factors. Individual counseling using a Cognitive Behavioral Counseling (CBC) approach and cognitive restructuring was implemented in five sessions. The intervention resulted in improvements across all assessed dimensions of learning motivation, with task choice increasing from 6 to 8, effort from 13 to 18, and persistence from 17 to 22. Behavioral improvements were also observed in study regularity, task completion, willingness to face difficult subjects, and development of a structured study plan. These findings suggest that cognitive restructuring-based individual counseling may be a useful approach for strengthening learning motivation and promoting more adaptive academic behaviors among vocational students.

A Case Study on Low Learning Motivation Among 10th-Grade Culinary Students at SMK Z Surabaya Kurnia Sintia Dewi; IGAA Noviekayati
International Journal on Advanced Science, Education, and Religion Vol 9 No 3 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i3.1803

This study aimed to examine the psychological dynamics underlying low learning motivation in a 16-year-old female student, identified by the initials VPM, who was enrolled in Grade 10 Culinary 2 at SMK Z Surabaya, and to evaluate the outcome of an individual counseling intervention. This study employed a qualitative case study approach. Data were collected through semi-structured interviews, classroom observation, psychological assessment, a learning motivation scale, and academic documentation. The psychological assessment included the Intelligence Structure Test (IST), Sixteen Personality Factors (16PF), Family Sentence Completion Test (FSCT), Draw-A-Person (DAP), Baum Test, and House-Tree-Person (HTP). The findings indicated that VPM’s low learning motivation was characterized by avoidance of difficult subjects, inconsistent learning effort, low persistence, distractibility, limited classroom participation, and unstructured independent study habits. Although her learning motivation scale score was classified as moderate, behavioral observations indicated that motivation was not consistently translated into academic engagement. VPM’s intellectual functioning was within the normal range, with relatively stronger memory and visuospatial abilities but comparatively lower verbal and numerical abilities. The case formulation indicated that low learning motivation resulted from the interaction of cognitive vulnerabilities, self-doubt, anxiety, unpleasant learning experiences, avoidance behaviors, and environmental factors. Individual counseling using a Cognitive Behavioral Counseling (CBC) approach and cognitive restructuring was implemented in five sessions. The intervention resulted in improvements across all assessed dimensions of learning motivation, with task choice increasing from 6 to 8, effort from 13 to 18, and persistence from 17 to 22. Behavioral improvements were also observed in study regularity, task completion, willingness to face difficult subjects, and development of a structured study plan. These findings suggest that cognitive restructuring-based individual counseling may be a useful approach for strengthening learning motivation and promoting more adaptive academic behaviors among vocational students.

A Case Study on Low Learning Motivation Among 10th-Grade Culinary Students at SMK Z Surabaya Kurnia Sintia Dewi; IGAA Noviekayati
International Journal on Advanced Science, Education, and Religion Vol 9 No 3 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i3.1803

This study aimed to examine the psychological dynamics underlying low learning motivation in a 16-year-old female student, identified by the initials VPM, who was enrolled in Grade 10 Culinary 2 at SMK Z Surabaya, and to evaluate the outcome of an individual counseling intervention. This study employed a qualitative case study approach. Data were collected through semi-structured interviews, classroom observation, psychological assessment, a learning motivation scale, and academic documentation. The psychological assessment included the Intelligence Structure Test (IST), Sixteen Personality Factors (16PF), Family Sentence Completion Test (FSCT), Draw-A-Person (DAP), Baum Test, and House-Tree-Person (HTP). The findings indicated that VPM’s low learning motivation was characterized by avoidance of difficult subjects, inconsistent learning effort, low persistence, distractibility, limited classroom participation, and unstructured independent study habits. Although her learning motivation scale score was classified as moderate, behavioral observations indicated that motivation was not consistently translated into academic engagement. VPM’s intellectual functioning was within the normal range, with relatively stronger memory and visuospatial abilities but comparatively lower verbal and numerical abilities. The case formulation indicated that low learning motivation resulted from the interaction of cognitive vulnerabilities, self-doubt, anxiety, unpleasant learning experiences, avoidance behaviors, and environmental factors. Individual counseling using a Cognitive Behavioral Counseling (CBC) approach and cognitive restructuring was implemented in five sessions. The intervention resulted in improvements across all assessed dimensions of learning motivation, with task choice increasing from 6 to 8, effort from 13 to 18, and persistence from 17 to 22. Behavioral improvements were also observed in study regularity, task completion, willingness to face difficult subjects, and development of a structured study plan. These findings suggest that cognitive restructuring-based individual counseling may be a useful approach for strengthening learning motivation and promoting more adaptive academic behaviors among vocational students.

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