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All Journal Jurnal Kajian Bimbingan dan Konseling SOLUTION, Journal of Counseling and Personal Development EDUCATIONE: Journal of Education Research and Review
Tyas, Prias Hayu Purbaning
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Journal : EDUCATIONE: Journal of Education Research and Review

 1 
SELF-REWARD BEHAVIOR AS A STRATEGY TO REDUCE ACADEMIC STRESS: EVIDENCE FROM EDUCATIONAL CONTEXT Kristiani, Claudea Amanda; Tyas, Prias Hayu Purbaning
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.104

Abstract

Academic stress is a pervasive issue among university students, driven by increasing academic demands, high expectations, and insufficient coping mechanisms. This study aimed to analyze the relationship between self-reward behavior and academic stress among sixth-semester students at the Faculty of Teacher Training and Education, Universitas Sanata Dharma Yogyakarta. Employing a quantitative correlational design, the research involved 212 respondents selected through purposive probability sampling. Data were collected via online questionnaires utilizing validated and reliable Likert and Guttman scales. The findings revealed that 80.2% of students reported high self-reward behavior, while 51.4% experienced high academic stress. Statistical analysis using Spearman’s rank correlation indicated a significant but weak negative relationship between self-reward and academic stress (r = -0.207, p = 0.002), suggesting that greater self-reward behavior is associated with reduced academic stress. In conclusion, while self-reward alone may not fully alleviate academic stress, it serves as a potential coping strategy that can enhance emotional well-being and support academic adjustment. The study contributes to the literature by highlighting the contextual effectiveness of self-reward in education and recommends further research to examine additional coping strategies and the long-term effects of self-reward interventions in diverse educational settings.
EDUCATIONAL IMPLICATIONS OF SOCIAL MEDIA INTENSITY ON UNIVERSITY STUDENTS’ PSYCHOLOGICAL WELL-BEING: A CORRELATIONAL STUDY Agustin, Maria Retno; Tyas, Prias Hayu Purbaning
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.133

Abstract

University students in Indonesia are experiencing emerging adulthood, a period marked by identity exploration, instability, and heightened sensitivity to social feedback, making psychological well-being (PWB) a critical resource for adaptive functioning. Social media has become central to students’ academic coordination, social connection, and identity work, yet its effects on well-being remain debated internationally and locally. This study aimed to examine the relationship between social media usage intensity and PWB among undergraduate students of the Faculty of Teacher Training and Education (FKIP), Universitas Sanata Dharma, cohort 2021. A quantitative correlational design was employed, using proportionally distributed samples (N = 278) from the faculty. Social media intensity was operationalized across four dimensions—attention, immersion, duration, and frequency—while PWB was assessed using Ryff’s six dimensions. Data were collected through validated Likert-scale questionnaires (reliability: α = 0.993 for intensity; α = 0.907 for PWB) and analyzed using Spearman’s rho correlation. Results showed that most students reported high to very high intensity (73.7%) and high to very high PWB (66.2%). A small but significant negative correlation emerged between intensity and PWB (ρ = –0.134, p = .026), indicating that heavier use is modestly associated with lower well-being. The study concludes that while social media engagement is pervasive, its negative impact on PWB is minimal at the cohort level, suggesting that individual usage patterns and regulatory skills moderate outcomes. Findings are beneficial for guiding digital literacy programs, well-being modules, and nuanced policies focusing on purposeful, active engagement. Future research should employ longitudinal or experimental designs and differentiate between active and passive use.
THE ROLE OF FAMILY SUPPORT IN ENHANCING PSYCHOLOGICAL WELL-BEING AMONG FINAL-YEAR EDUCATION STUDENTS Pratiwi, Fransiska Citra; Tyas, Prias Hayu Purbaning
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.134

Abstract

Final-year undergraduates face intense academic pressures, supervisory dynamics, and career uncertainty that can erode psychological well-being (PWB), while family support often serves as a primary resource in collectivist contexts. Objective: to assess the association between family support (emotional, informational, instrumental, appraisal) and Ryff-based PWB among final-year students. Quantitative correlational design at FKIP–Sanata Dharma University; sample n = 278 (Cohort 2021); 42-item family support scale (α = 0.969) and 39-item PWB scale (α = 0.918) using a 4-point Likert format; two-tailed Spearman’s ρ employed due to non-normality. Results: a strong positive association emerged between family support and PWB (ρ = 0.782; p < .001); family support levels were predominantly High/Very High (71.6%), as was PWB (70.5%), with only a small minority in lower categories. Higher perceived family support corresponds to better eudaimonic functioning (self-acceptance, autonomy, environmental mastery, positive relations, purpose in life, personal growth) during the thesis phase. Findings guide student services to screen for low family support and provide compensatory scaffolds (peer mentoring, writing/financial clinics) alongside autonomy-supportive family psychoeducation; at the policy level, they support enhancing advising capacity and structured family touchpoints at thesis milestones. Suggestions: future longitudinal, multivariate studies should test mediators (resilience, self-efficacy) and moderators (gender, SES, living arrangement), and differentiate support quality (autonomy support vs. control) in relation to specific PWB dimensions.
EDUCATIONAL IMPLICATIONS OF THE RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING AND FEAR OF MISSING OUT AMONG UNIVERSITY STUDENTS USING SOCIAL MEDIA Cahyani, Alicia Wulan; Tyas, Prias Hayu Purbaning
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.162

Abstract

Networked technologies have become integral to university life, simultaneously enabling collaboration and learning support while heightening social comparison and notification-driven checking. Within this ecology, Fear of Missing Out (FoMO) has been linked internationally to lower psychological well-being (PWB), yet evidence is scarce for Indonesian teacher-education students whose developmental tasks and relational demands may render specific facets of PWB especially sensitive. This study aimed to (a) describe FoMO and PWB levels among undergraduates in a teacher-education faculty and (b) test their association, providing context-specific, facet-aware evidence to inform student supports. Using a cross-sectional, quantitative correlational design, 168 FKIP Universitas Sanata Dharma students completed validated measures: ON-FoMO (post try-out 19 items) and Ryff’s PWB (post try-out 46 items). Analyses in SPSS included descriptive statistics, Kolmogorov–Smirnov normality checks, linearity tests, and two-tailed Pearson correlations (α = .05). Results showed FoMO was predominantly Low/Very Low (59.4%) with 29.0% Medium and 11.9% High/Very High, while PWB was mainly High/Very High (58.3%) with 38.7% Medium. FoMO correlated moderately and negatively with PWB, r = −0.420, p < .001 (95% CI [−0.537, −0.287]), implying r² ≈ 17.6% variance explained. We conclude that greater FoMO is meaningfully associated with lower eudaimonic functioning in this cohort. Implications include tiered, low-cost supports: universal digital self-regulation workshops (notification control, time-boxing), micro-interventions that reinforce purpose and self-acceptance (values–goals alignment, reflective journaling), and short “dose” trials of reduced daily social-media use paired with mood/sleep tracking. Future research should employ longitudinal or experimental designs to establish directionality, integrate behavioral usage logs (screen-time, notifications), examine platform-specific behaviors (passive vs. active use, time-of-day), and model additional covariates (e.g., socioeconomic status, practicum load) to clarify mechanisms and boundary conditions.
Co-Authors Agustin, Maria Retno Cahyani, Alicia Wulan Chyntia, Caroline Kristiani, Claudea Amanda Maria Margaretha Sri Hastuti Pratiwi, Fransiska Citra