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p-Index From 2021 - 2026
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All Journal Cognicia Jurnal Psikologi dan Konseling West Science Jurnal Konseling dan Psikologi Indonesia
Farha, Ghitsna Nadila
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Duka Digital dan Kesehatan Mental pada Generasi Z dan Alpha: Tinjauan Literatur Sistematik Farha, Ghitsna Nadila
Jurnal Konseling dan Psikologi Indonesia Vol 1 No 3 (2025): Oktober
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jkpi.v1i3.135

Abstract

This study systematically reviews the interplay between digital grief and mental health outcomes in Generations Z and Alpha, focusing on publications from 2018 to 2025. A Systematic Literature Review (SLR) was conducted adhering to PRISMA guidelines. Searches on Google Scholar and Scopus using keywords such as “digital grief,” “online mourning,” and “mental health” yielded 412 articles, with 10 empirical studies meeting the inclusion criteria of topic relevance, clear adolescent or young adult samples (Gen Z and Alpha), quantitative or mixed-method approaches, and non-COVID-19 contexts. The synthesis reveals that digital platforms, including social media and online support groups, serve as both facilitators and inhibitors of grief processing. Online support groups and therapeutic interventions significantly reduce prolonged grief, depression, and anxiety, particularly for Gen Z, with effect sizes ranging from moderate to large (Cohen’s d=0.80–1.03). However, public expressions of grief on social media, such as memorial posts, can exacerbate distress and rumination, especially when perceived as performative. Key mediators include privacy concerns, social support availability, and digital literacy. The novelty of this review lies in its focus on Generations Z and Alpha, understudied cohorts in digital grief research, with studies spanning diverse contexts (e.g., Italy, Philippines, Sweden, USA). These findings underscore the dual role of digital platforms in shaping mental health outcomes and provide an empirical basis for tailored interventions, such as digital-focused cognitive behavioral therapy and privacy education, to support healthy grief processing in young populations.
Systematic Review: The Hidden Impact of Workplace Loneliness and Its Organizational Remedies Farha, Ghitsna Nadila; ibrahim, abdul rahman
Jurnal Psikologi dan Konseling West Science Vol 3 No 04 (2025): Jurnal Psikologi dan Konseling West Science
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/jpkws.v3i04.2711

Abstract

Workplace loneliness has emerged as a significant issue affecting employees’ well-being and organizational performance. This study systematically reviews recent empirical literature on workplace loneliness. Using a PRISMA 2020-based Systematic Literature Review (SLR), 530 articles were retrieved from Scopus and Google Scholar, and eight met the inclusion criteria. Results indicate that workplace loneliness reduces work engagement, organizational commitment, and job satisfaction while increasing emotional exhaustion. However, supervisor support, coworker exchange, empathic leadership, and resilience mitigate its negative impact. The novelty of this study lies in synthesizing recent studies (2020–2024), offering practical implications for developing inclusive human resource policies.
Digital distraction and academic identity in adolescents: A systematic review of short-form social media use Farha, Ghitsna Nadila; Hanurawan, Fattah; Hitipew, Imanuel
Cognicia Vol. 14 No. 1 (2026): Maret
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/cognicia.v14i1.42468

Abstract

The rapid growth of short-form social media platforms has intensified concerns regarding digital distraction and its implications for adolescents’ academic experiences. This systematic review aims to synthesize empirical evidence on the relationship between digital distraction associated with short-form social media use and academic identity among adolescents. Academic identity is conceptualized as adolescents’ self-perception, commitment, and sense of belonging related to academic roles and learning activities. Following PRISMA guidelines, a systematic search was conducted across multiple academic databases to identify peer-reviewed journal articles published between 2020 and 2024. Eleven studies met the inclusion criteria and were included in the final synthesis. The reviewed studies employed cross-sectional, experimental, and mixed-method designs, with samples consisting primarily of adolescents and secondaryschool students. Quality appraisal was conducted using the Joanna Briggs Institute (JBI) critical appraisal tools. The findings indicate that digital distraction, particularly in the context of intensive short-form social media engagement, is consistently associated with reduced academic focus, fragmented attention, and weakened academic identity. Adolescents who reported higher levels of distraction exhibitedlower academic self-concept, reduced motivation, and diminished engagement with academic tasks. While some studies explicitly examined TikTok use, others addressed short-form or social media use more broadly, suggesting that the observed effects reflect platform-amplified rather than platform-exclusive mechanisms. Protective factors, including strong academic identity, self-regulation skills, and supportiveeducational environments, were found to mitigate the negative academic consequences of digital distraction. Emotional responses related to perceived academic loss, conceptualized as academic grief, emerged as secondary outcomes when prolonged distraction contributed to disengagement and perceived academic failure. Overall, this review highlights academic identity as a central psychological construct linking digital distraction to adolescents’ academic functioning. The findings underscore the need for future longitudinal research to clarify developmental pathways and for educational interventions that strengthen academic identity and digital self-regulation in digitally saturated learning environments.
Co-Authors Hanurawan, Fattah Hitipew, Imanuel Ibrahim, Abdul Rahman