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All Journal International Journal of Educatio Elementaria and Psychologia Cognitionis Civitatis et Politicae
Lidiawati Santioso, Lucy
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Education Social Sciences Other

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Social Media and Political Participation; An Analysis of Youth Engagement in Online and Offline Activism Lidiawati Santioso, Lucy; Amir, Syafiq; Zaki, Amin; Fariq, Aiman
Cognitionis Civitatis et Politicae Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/politicae.v2i3.2678

Abstract

A significant academic debate exists on whether youth social media engagement is slacktivism (replacement) or a gateway (mobilization) for traditional offline political participation. The field lacks empirical clarity on the specific mechanisms linking different types of online actions to offline behaviors. study aimed to: (1) empirically test the replacement versus mobilization hypotheses by disaggregating online behaviors, and (2) analyze the mediating role of political efficacy in the online-to-offline participation pathway. quantitative, cross-sectional survey was conducted with a nationally representative sample of 1,500 youth (aged 18-29). Data were analyzed using hierarchical linear regression and Structural Equation Modeling (SEM). The replacement hypothesis was refuted; no negative relationships were found. Low-cost “Expressive” participation (clicktivism) was a weak, non-significant predictor. “Organizational” online participation (e.g., creating content, coordinating groups) was the strongest, most significant predictor (\beta = .48, p < .001) of offline action. The SEM confirmed this link is powerfully mediated by political efficacy. slacktivism debate is resolved by this disaggregation. The study’s contribution is a refined mobilization model: high-effort “Organizational” online labor, not low-effort “Expression,” builds the political efficacy that drives offline activism.
APPLYING FORENSIC PSYCHOLOGY PRINCIPLES TO CHILD BEHAVIOR ASSESSMENT AND EARLY INTERVENTION Lidiawati Santioso, Lucy; Alves, Livia; Costa, Bruna
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3421

Abstract

Early identification of behavioral risk in children is essential for preventing the escalation of developmental, emotional, and social difficulties. Conventional child behavior assessment practices, however, often rely on fragmented observations and subjective judgments that may overlook contextual risk factors. Applying forensic psychology principles offers a structured and evidence-based framework that emphasizes systematic observation, behavioral pattern analysis, and contextual interpretation. This study aims to examine the applicability and effectiveness of forensic psychology principles in child behavior assessment and early intervention contexts. The research employed a qualitative-dominant mixed-methods design involving structured behavioral observations, semi-structured interviews with educators and practitioners, and analysis of assessment records in educational and community-based settings. The findings indicate that forensic-informed assessment enhances the accuracy of early behavioral risk identification and supports more targeted and timely interventions. Children assessed using this framework demonstrated greater behavioral improvement following early intervention, particularly in emotional regulation and social interaction. The results also highlight that behavioral difficulties are closely linked to environmental and contextual factors rather than fixed individual deficits. The study concludes that forensic psychology principles can be effectively adapted beyond legal contexts to support preventive, ethical, and developmentally sensitive child behavior assessment. Integrating these principles into early intervention practices strengthens interdisciplinary collaboration and contributes to more responsive support systems for children at behavioral risk.
Co-Authors Alves, Livia Amir, Syafiq Costa, Bruna Fariq, Aiman Zaki, Amin