<![CDATA[Learning concentration is an important psychological aspect that determines students’ engagement and success in the learning process. This study aimed to analyze the dynamics of learning concentration difficulties among junior high school students through a case study approach within educational psychology services. The study employed a qualitative descriptive method involving five eighth-grade students from a junior high school in Surabaya selected through purposive sampling. Data were collected through observations, interviews, focus group discussions (FGD), learning concentration questionnaires, and psychological assessment using the Intelligenz Struktur Test (IST). The findings revealed that concentration difficulties were influenced by the interaction of cognitive, emotional, behavioral, and learning environment factors. Mindfulness psychoeducation intervention demonstrated potential in improving students’ self-awareness and attention regulation. This study provides implications for the development of educational psychology services based on comprehensive assessment. The findings emphasize the importance of a multidimensional approach in understanding and addressing learning concentration problems among early adolescent students.]]>
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