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Dhevy Puswiartika
Program Studi Bimbingan dan Konseling, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, 94119, Indonesia
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The Effects of Dispositional Mindfulness and Social Support on Academic Stress Among Students in the Guidance and Counseling Program at the Faculty of Teacher Training and Education, Tadulako University Junita A. Patabang; Dhevy Puswiartika; Ikhlas Rasido; Hasan Hasan
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.526-541

Abstract

College students are a group vulnerable to academic stress due to various academic demands. Academic stress can affect students’ emotional well-being, mental health, and academic performance. This study aims to examine the effects of dispositional mindfulness and social support on academic stress among students in the Guidance and Counseling Program at the Faculty of Teacher Training and Education, Tadulako University. This study employs a quantitative approach using a causal-associative method. The study population consisted of 211 students from the 2018–2022 cohorts, with a sample of 138 students selected using simple random sampling based on the Slovin formula. Data collection utilized a Likert-scale questionnaire distributed via Google Forms. Data were analyzed using descriptive and inferential statistical analysis with the aid of SPSS version 22 through classical assumption tests and multiple linear regression analysis. The results of the study indicate that dispositional mindfulness does not have a significant effect on students’ academic stress (sig = 0.051 > 0.05). Conversely, social support had a significant effect on academic stress (sig = 0.049 < 0.05). Simultaneously, dispositional mindfulness and social support had a significant effect on academic stress (F = 3.936; sig = 0.022 < 0.05). The coefficient of determination indicated that the two variables explained 4.1% of the variation in academic stress, while the remainder was influenced by other factors outside the scope of this study. The results of this study indicate that social support plays a more significant role in helping students manage academic stress than dispositional mindfulness.
The Effect of Dispositional Mindfulness on the Mental Health of Children Facing the Law in LPKA Class II Palu Jusmawati Jusmawati; Dhevy Puswiartika; Munifah Munifah; Azam Arifyadi
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.379-389

Abstract

Children who are in conflict with the law (ABH) are a group of adolescents who are vulnerable to experiencing mental health problems due to psychological pressure, limited freedom, and social stigma during the coaching period. One of the psychological factors that can support mental health is dispositional mindfulness. This study aims to examine the influence of dispositional mindfulness on the mental health of children who are facing the law at the Palu Class II Special Children's Development Institution (LPKA). The method used is a quantitative approach with an ex-post facto design. The research subjects consisted of 24 fostered children who were selected through total sampling techniques. The research data was obtained using the Five Facet Mindfulness Questionnaire (FFMQ) and Mental Health Continuum-Short Form (MHC-SF) instruments, then analyzed using descriptive statistics and simple linear regression. The results showed that the level of dispositional mindfulness was in the high category and mental health conditions were in the high category. However, the results of the regression analysis showed that dispositional mindfulness did not have a significant effect on mental health (p = 0.899; R² = 0.001). These findings suggest that the mental health of children who face the law is more influenced by other factors such as social support and a coaching environment.
Co-Authors Azam Arifyadi Hasan Hasan Ikhlas Rasido Junita A. Patabang Jusmawati Jusmawati Munifah Munifah