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All Journal Jurnal Konseling dan Pendidikan SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Indigenous: Jurnal Ilmiah Psikologi
Mahdi Anbari
Universiti Malaya
Humanities Education Social Sciences Other

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Construction of the Experience of Mother-Child Bonding in Early Childhood with Speech Delays Due to Gadget Exposure Gita Fitria Maharani; Roro Setyawati; Mohd Nazri Abdul Rahman; Mahdi Anbari; Endah Silawati
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7098

Abstract

This study aims to explore how mothers construct attachment experiences with young children who experience speech delays due to early exposure to gadgets. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed with nine participating mothers whose children had been exposed to gadgets since around 1.5 years of age and were undergoing speech therapy. Data were collected through semi-structured interviews, non-participant observation, and analysed idiographically and interpretatively. The results showed that excessive gadget use without supervision weakened key attachment functions, including secure base, proximity maintenance, safe haven, and response to separation stress. Mothers interpreted their children's speech delays as a crisis of maternal identity marked by guilt and role conflict, particularly among working mothers. Gadgets, which were originally interpreted as a practical solution, were reconstructed as a symbol of emotional absence. However, mothers showed reflective capacity to restore attachment through gadget restrictions, increased emotional presence, physical closeness, direct interaction, as well as spiritual coping and family support. This study confirms that speech delay due to gadget exposure is a relational phenomenon closely related to the quality of attachment and the mother's psychological presence in digital parenting.
The erosion of well-being in the digital age: a moderated mediation model of moral disengagement, internet addiction, and social support in adolescents Fandy Achmad Yunian; Nuraeni .Nuraeni; Mohd Nazri Abdul Rahman; Mahdi Anbari
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1196800

Abstract

The increase in adolescents’ digital activity poses serious psychological risks, as moral disengagement and internet addiction have the potential to erode adolescents’ well-being. This study examines a mediation-moderation model to understand the influence of moral disengagement on subjective well-being, with internet addiction as the mediator and social support as the moderator. Involving 271 high school students in Purwokerto selected through cluster random sampling, the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal a complex dynamic: although moral disengagement has a significant direct positive effect on subjective well-being suggesting a short-term defense mechanism to avoid internal moral sanctions this well-being is illusory. This is evidenced by the mediating role of internet addiction, which attenuates this positive effect; moral disengagement serves as a strong predictor of addictive behavior, which ultimately significantly reduces subjective well-being. Furthermore, the moderation hypothesis was rejected; social support failed to mitigate the negative impact of moral disengagement. Additional findings indicate that moral disengagement is negatively correlated with social support, suggesting the occurrence of a resource loss spiral in which immoral behavior erodes the social support that should serve as a protective buffer. Therefore, interventions for adolescent well-being cannot rely solely on strengthening external social support which has proven vulnerable to moral degradation but must prioritize moral cognitive restructuring and digital ethics literacy to break the cycle of addiction and prevent social isolation.
Digital Resilience Mediation Model on the Influence of Teacher Self-Efficacy and Technostress on Teacher Well-Being Devi Jati Septyningtyas; Tri Nai'mah; Mohd Nazri Abdul Rahman; Mahdi Anbari; Endah Silawati
Indigenous: Jurnal Ilmiah Psikologi Vol. 11 No. 1 (2026): March
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/indigenous.v11i1.15032

Abstract

This study was motivated by the increasing demands of digital technology in education, which have the potential to affect teacher well-being, particularly through psychological factors such as teacher self-efficacy, technostress, and digital resilience. This study aims to analyze the influence of teacher self-efficacy and technostress on teacher well-being, as well as to examine the role of digital resilience as a mediator. The study participants consisted of 212 high school teachers recruited using purposive sampling, with the characteristic of being active teachers who use technology in learning. This study used a quantitative approach with a survey method, where data were collected using scales of teacher self-efficacy, technostress, digital resilience, and teacher well-being that had been adapted and tested for validity. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that teacher self-efficacy had a significant effect on digital resilience and teacher well-being, while technostress had a significant effect on teacher well-being. However, digital resilience did not have a significant effect on teacher well-being and did not mediate the relationship between teacher self-efficacy and technostress with teacher well-being. The conclusion of this study confirms that internal factors such as self-confidence play an important role in teacher well-being, while digital adaptation skills do not contribute significantly without the support of a healthy psychological condition and work environment. These findings have important implications for the development of interventions to improve teacher well-being based on strengthening intrapersonal factors in the digital age.
Co-Authors Devi Jati Septyningtyas Endah Silawati Fandy Achmad Yunian Gita Fitria Maharani Mohd Nazri Abdul Rahman Nuraeni .Nuraeni Roro Setyawati Tri Nai'mah