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p-Index From 2021 - 2026
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All Journal Journal of Counseling and Educational Technology International Journal of Applied Counseling and Social Sciences KONSELOR
Muhammad Al Fikhri
Universitas Negeri Padang
Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Social Support, Digital Competence, and Academic Self-Efficacy to Predict Academic Stress Among University Students: A PLS-SEM Analysis Muhammad Al Fikhri; Zadrian Ardi; Ade Herdian Putra
KONSELOR Vol. 15 No. 1 (2026): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/02026151174-0-86

Abstract

Academic stress is one of the main problems faced by university students, especially in the context of increasingly digitised learning. This study aims to analyse the roles of social support and digital competence in academic stress, and to test the function of academic self-efficacy as a mediating and moderating variable in this relationship. This study uses a quantitative, survey-based approach, involving 888 students as respondents. Data were collected using a Likert-scale questionnaire and analysed using Partial Least Squares-based Structural Equation Modelling (PLS-SEM). The results show that social support significantly affects digital competence and academic self-efficacy. Digital competence and academic self-efficacy also have significant effects on academic stress, but in opposite directions. Mediation analysis revealed that social support has multiple indirect mechanisms for academic stress via digital competence and academic self-efficacy. In addition, the moderation results showed that academic self-efficacy can alter the strength of the relationship between social support and digital competence in relation to academic stress. These findings confirm that student academic stress is influenced by the complex interaction between social, psychological, and digital factors. This study contributes to the development of a conceptual model of academic stress and provides practical implications for strengthening guidance and counselling services in higher education.
Penerapan layanan konseling art therapy dalam meningkatkan self-disclosure siswa di sekolah menengah Elfa Nirmala Sari; Muhammad Al Fikhri; Berru Amalianita
Journal of Counseling and Educational Technology Vol 8, No 1 (2025): Journal of Counseling and Educational Technology
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/01921

Abstract

Era peralihan remaja dari anak-anak ke dewasa mengalami banyak tantangan bagi remaja dalam beradaptasi dan seringkali mereka lebih memilih untuk memendam masalah mereka tanpa menceritakan kepada orang lain. Upaya untuk mengatasi masalah tersebut diantaranya dengan menerapkan layanan konseling art therapy dalam meningkatkan self-disclosure di kalangan siswa sekolah menengah. Penelitian ini bertujuan untuk mengetahui bagaimana penerapan layanan konseling art therapy dalam meningkatkan self-disclosure pada siswa sekolah menengah. Metode penelitian digunakan ialah Systematic Literature Review (SLR). Jumlah literatur yang diteliti setelah seleksi data berjumlah 6 literatur. Hasil penelitian mengungkapkan bahwa penerapan konseling art therapy efektif dalam meningkatkan self-disclosure siswa sekolah menengah. Keberhasilan ini juga didukung oleh emosional dari konselor dan lingkungan yang kreatif sehingga meningkatkan kemampuan mereka untuk berbagi pengalaman dan perasaan pribadi.
The Paradox of Academic Stress in the Digital Age: A Comparative Analysis of Academic Social Comparison and Digital Self-Regulation in University Students Muhammad Al Fikhri; Ifdil Ifdil; Fricha Meivilona Yendi; Soeci Izzati Adlya; Ade Herdian Putra
International Journal of Applied Counseling and Social Sciences Vol 6, No 02 (2025): International Journal of Applied Counseling and Social Sciences
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0051321ijaccs

Abstract

Academic stress is commonly experienced by university students and is increasingly influenced by the dynamics of campus digitalization. This study aims to analyze the effect of academic social comparison and digital self-regulation on academic stress. The method used is a correlational quantitative approach with multiple regression on 256 university students selected through cluster random sampling. The instruments used are three five-point Likert scales. Data were collected online and analyzed through classical assumption tests and multiple regression. The results showed that the regression model was not significant (R² = 0.000; p = 0.975), with academic social comparison (p = 0.912) and digital self-regulation (p = 0.847) having no effect on academic stress. These findings differ from previous studies and suggest that other factors may be more dominant. The implications of this study emphasize the need for a multidimensional approach in understanding student stress and the development of more comprehensive and contextual counseling services.
Co-Authors Ade Herdian Putra Berru Amalianita Elfa Nirmala Sari Fricha Meivilona Yendi Ifdil Ifdil Zadrian Ardi