How do mind skills influence a counselor’s professional identity?

Suci Nurbatin (Universitas Negeri Yogyakarta)
Sigit Sanyata (Universitas Negeri Yogyakarta)
Natri Sutanti (The University of Nottingham)
Lina Ambarwati (Universitas Negeri Yogyakarta)
Andre Julius (Ma'soem University)

Psikopedagogia
Vol. 15 No. 2 (2025): December 2025

This article aims to explain the influence of mind skills on professional identity. The study employed a quantitative-correlational approach. The research was conducted in North Kalimantan Province, with the population consisting of all school counselors in senior high schools. A total of 101 school counselors in the province were selected as the sample (total population sampling). The research instruments utilized psychological scales, specifically the Mind Skills Scale (r = 0.900) and the Professional Identity Scale (r = 0.961). Instrument validity was assessed using Aiken’s V, yielding a score of 0.70, while the feasibility test employed the Pearson Product-Moment correlation. The data were analyzed using multiple regression equation modeling. The results of the study indicate that mind skills have a significant influence on professional identity, with a correlation coefficient of 0.819. However, only two components of mind skills—creating rules skills and creating perceptions skills—were identified as significant predictors of counselors’ professional identity, whereas the remaining components showed no significant effects.