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All Journal Al Ishlah Jurnal Pendidikan At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Jurnal Komunikasi Profesional Jurnal Review Pendidikan dan Pengajaran (JRPP) G-Couns: Jurnal Bimbingan dan Konseling Journal of Social Science International Journal of Educational Research Excellence (IJERE) International Journal of Educatio Elementaria and Psychologia Research Psychologie, Orientation et Conseil Edumaspul: Jurnal Pendidikan Journal of Paddisengeng Technology Journal Emerging Technologies in Education
Fauzi Aldina
Universitas Jabal Ghafur
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Literature Review of The Role of Self-Talk in Counseling on Its Impact on Emotional Regulation and Well-Being Fauzi Aldina; Reza Muttaqin
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.8615

Abstract

Self-talk is a critical cognitive process that influences emotional regulation, mental health, and overall well-being, making it a valuable tool in counseling practices. This study employs a Systematic Literature Review (SLR) approach to examine the role of self-talk in therapeutic settings, focusing on its impact on emotional regulation and psychological resilience within frameworks such as Cognitive Behavioral Therapy (CBT) and Rational Emotive Behavior Therapy (REBT). A total of 28 peer-reviewed articles published between 2010 and 2024 were systematically analyzed using PRISMA guidelines to identify thematic trends and empirical patterns. The findings reveal a consistent increase in research on self-talk interventions over the last decade, highlighting their effectiveness in enhancing emotional stability, reducing anxiety and depression, and improving coping strategies. However, challenges remain in terms of clients’ resistance to cognitive restructuring, subjective variability in self-talk measurement, and the lack of standardized assessment tools. Future studies are encouraged to explore technology-based interventions and cross-cultural adaptations to improve accessibility and personalization. Keywords: self-talk, counseling, emotional regulation, cognitive behavioral therapy, mental health
Designing Adaptive Learning Experiences for Generation Z in the Gig Economy Fauzi Aldina; Seema Bholah; Lila Ramchurn
Journal of Paddisengeng Technology Vol. 2 No. 2 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i2.274

Abstract

Background. The expansion of the gig economy has reshaped conventional career pathways and increased the need for Generation Z to develop adaptive, digital, entrepreneurial, and self-directed career competencies. Traditional career counseling, however, often remains oriented toward occupational information and linear employment pathways. Purpose. This study aimed to design and evaluate an Adaptive Career Learning Experience (ACLE) to strengthen Generation Z’s readiness for flexible, digital, and non-traditional careers.. Method. Educational Design Research was employed through analysis and exploration, design and construction, and evaluation and reflection. Participants included 180 university students for needs analysis, seven experts for validation, 24 students for a small-group trial, and 120 students for field evaluation. ACLE was structured through five stages: Explore, Adapt, Build, Simulate, and Reflect.. Novelty. The study reconceptualizes career preparation as an instructional design framework integrating adaptive learning, authentic career simulation, digital-professional competence, entrepreneurial readiness, and reflective career planning. Results. Expert validation indicated high content validity, with Aiken’s V ranging from 0.86 to 0.94. Students participating in ACLE showed significantly greater improvements than the comparison group in career adaptability, digital career competence, entrepreneurial readiness, career self-efficacy, and gig economy career readiness (p < .001). Conclusion. ACLE offers an effective framework for shifting career preparation beyond conventional counseling toward adaptive, authentic, and experiential learning that better prepares Generation Z for digitally mediated and non-linear career environments
Mindfulness Apps and Student Mental Health: Digital Interventions for Reducing Academic Stress Maria Clara Reyes; Luis Santos; Josefa Flores; Fauzi Aldina
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2902

Abstract

Background. Academic stress has become a persistent mental health concern among students due to increasing academic demands and performance pressure. Digital mental health interventions, particularly mindfulness applications, have gained attention as accessible tools for stress management, yet empirical evidence focusing on academic stress remains limited. Purpose. This study aims to examine the relationship between mindfulness app use and student mental health, with specific attention to the reduction of academic stress in educational settings. Method. The study employs a quantitative correlational design supported by descriptive case analysis. Data were collected from students using standardized questionnaires measuring mindfulness app usage, academic stress, and mental well-being. Results. The findings reveal a significant negative correlation between mindfulness app use and academic stress, along with a positive relationship between app use and mental well-being. Consistent engagement with mindfulness apps was associated with lower stress levels and improved emotional regulation. Conclusion. The study concludes that mindfulness apps function as effective digital interventions for reducing academic stress when used consistently. The novelty of this research lies in emphasizing usage consistency as a key determinant of effectiveness and in integrating quantitative and contextual evidence to explain how digital mindfulness interventions support student mental health.
Co-Authors Abd Syakur Achmad Syarifudin, Achmad Aom Thai Asmawati Asmawati Boby Hendro Wardono Cakranegara, Pandu Adi Daheri, Mirzon Delia Subrayanti Deng Jiao Dina Mayadiana Suwarma Faisal Farizawati Farizawati Fela Dafitri Fenni Kurniawati Ardah Godlif Sianipar H.M. Chotib Hadi Prayitno Hasyim Mahmud Wantu Josefa Flores Lila Ramchurn Luis Santos Lusiana Rahmadani Putri Maria Clara Reyes Ming Pong Mumu Muzayyin Maq Muqqarramah Fitri Musnar Indra Daulay Nuryati Nuryati Oktaria Oktaria Reza Muttaqin Rizka Heni Rukiyanto Rukiyanto, Rukiyanto Seema Bholah Solissa, Everhard Markiano Supeno Supeno Wajnah Wakhudin Z, Zahlimar Zamratul Aini