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Parenting support from grandparents and work-family conflict among working mothers: The mediating role of parenting stress Ni Putu Adelia Kesumaningsari; Faith Joanna Hartoyo; Yuan Yovita Setiawan
Insight: Jurnal Ilmiah Psikologi Vol. 27 No. 2 (2025): AUGUST 2025
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v27i2.4749

The growing participation of mothers in the workforce in Indonesia is increasing the demand for external support in managing both family and occupational responsibilities. Grandparental participation in childcare represents a potential form of support even though the positive effects can be mediated rather than direct. Therefore, this study aims to investigate the role of parenting stress as a mediator in the relationship between grandparental support and work-family conflict (WFC) among working mothers. The adoption of the quantitative method led to the collection of data specifically using online questionnaires. The samples consisted of 174 working mothers aged 21–50 years across Indonesia who had children aged 0–12 years and received a minimum of 12 hours of childcare support per week from grandparents selected through a purposive sampling method. The questionnaires were filled out through the modified Parenting Support Scale, the WFC Scale, and the Parental Stress Scale. The data were analyzed using PROCESS Macro v4.3 by Hayes and the results showed that the parenting support from grandparents significantly reduced parenting stress and subsequently lowered WFC. Parenting stress also fully mediated the relationship between the support from grandparents and WFC. These results emphasized the importance of extended family support particularly from grandparents in mitigating psychological burdens and facilitating work-life integration among working mothers in Indonesia. Keywords: Grandparents; parenting stress; parenting support; work–family conflict; working mothers

Master students’ perception on plagiarism during research writing in faculty of education Augustine, Sandra Eberechukwu; Opara, Elvis Chimobi
Insight: Jurnal Ilmiah Psikologi Vol. 26 No. 2 (2024): AUGUST 2024
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v26i2.3603

The study was on master students’ perception on plagiarism during research writing in the Faculty of Education. This study answered and tested four research questions and six hypotheses at a 0.05 significant level. The study used Imo State University (IMSU) and the University of Port Harcourt (UPH), a descriptive survey design, 276 master students’ population, and a sample size of 95 students drawn through a stratified random sampling technique. The instrument was a 37-item Questionnaire on Ethical Issues and Plagiarism in the Faculty of Education (QETPFE) with a 0.85 reliability index. Data analyses were done through the Statistical Package for Social Sciences using mean, standard deviation, percentage, and t-tests. The findings showed that the master’s students in the Faculty of Education at IMSU and UPH have positive perceptions of the ethical rules governing people’s work usage during thesis writing; the perception differed significantly based on gender but was insignificant on an institutional basis. Their plagiarism consequences awareness level was high, irrespective of gender and institution. The male and female students in the Faculty of Education of both universities can paraphrase referenced materials themselves without paying someone for it and use online paraphrasing tools to re-write referenced materials in their theses. The findings implied that female students are more prone to plagiarism than male students. The recommendation, among others, was that postgraduate lecturers emphasize the need for male and female students to adhere strictly to the ethical standards governing other authors’ intellectual property usage. Keywords: Ethical issues, intellectual property, plagiarism, plagiarism checking tools, and research writing.

Career development programs and career adaptability among students: A systematic literature review Afda Lianti; Arif Sahin
Insight: Jurnal Ilmiah Psikologi Vol. 27 No. 2 (2025): AUGUST 2025
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v27i2.4456

Career adaptability (CA) is conceptualized within career construction theory (CCT) as a composite of four dimensions: concern, control, curiosity, and confidence. It serves as a critical psychosocial resource. It enables individuals, particularly university students, to navigate developmental tasks, career transitions, and emerging challenges within the rapidly evolving Industry 5.0 landscape. However, the gaps within the existing studies show the unidentified of the relationship between career development programs and students’ CA. Therefore, this study was conducted using a systematic review framework employing thematic synthesis. It integrates evidence from 18 empirical studies published between 2019 and 2024 that focused on university and late-adolescent populations across diverse cultural and educational contexts. Findings revealed the structured career development programs incorporates experiential learning, reflective practice, and social support mechanisms. These consistently enhance students’ adaptability, although the magnitude of effectiveness varies according to program design, duration, and contextual fit. The futher synthesis identified three overarching clusters of influencing factors: (1) personal motivational factors such as proactive personality, grit, and career self-efficacy; (2) socio-contextual factors including parental autonomy support and age-related stereotypes; and (3) digital behavioral factors, such as short-video overuse. By systematically integrating insights from both CCT and social cognitive career theory (SCCT), this review study advances prior literature that significantly treated these frameworks in isolation or focused on general populations without contextualizing interventions for students. Conceptually, this study maps the interaction of multilevel determinants in shaping adaptive career readiness; methodologically, it provides an evidence-based synthesis of program characteristics linked to measurable adaptability outcomes. Practically, the findings underscore the necessity of designing holistic, context-sensitive, and evidence-driven career development programs that address psychological, social, and digital dimensions of adaptability. Therefore, higher education institutions (HEIs) are encouraged to embed experiential, reflective, and digital-literacy components within career centers to foster sustainable adaptability aligned with the dynamic demands of the Industry 5.0 workforce. Keywords: Ethical issues, intellectual property, plagiarism, plagiarism checking tools, research writing.

Exploring Strategies to Enhance Psychology Students’ Learning Motivation in Statistics Course: A Qualitative Study at Airlangga University Dame Triulina Hutasoit; Nono Hery Yoenanto
Insight: Jurnal Ilmiah Psikologi Vol. 27 No. 2 (2025): AUGUST 2025
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study explored strategies to enhance learning motivation among psychology students in the Statistics course at Airlangga University. Many students initially perceived statistics as a difficult and irrelevant subject, often causing anxiety and disengagement. Using a qualitative case study approach, data were gathered from five students through semi-structured interviews and were analyzed thematically. The findings revealed five central themes: students’ negative initial perceptions of statistics, the importance of connecting statistical concepts to real-world psychological practice, the role of peer and lecturer support in maintaining emotional engagement, the effectiveness of interactive and visual learning methods, and the use of personal strategies such as self-reflection and goal setting. These results underscore the importance of fostering autonomy, competence, and social relatedness in academic settings, suggesting that motivational challenges in complex courses such as Statistics can be addressed through humanistic and contextually relevant learning strategies.

Indonesian Teachers’ Perceptions of Their School Well-being Based on Konu-Rimpela Model. Rudy Yuniawati; Nurul Hidayah; Qi Lidong
Insight: Jurnal Ilmiah Psikologi Vol. 28 No. 1 (2026): FEBRUARY
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v28i1.4963

This study was conducted to address the limited qualitative evidence on teachers’ perceptions of school well-being. It aims to explore these perceptions through key indicators of school well-being, specifically having, loving, being, and health status. Employing an evaluative qualitative design, the research sought to understand the psychological processes underlying teachers’ well-being within the school environment. A total of 16 teachers from two private middle schools in Sleman Regency, Indonesia, were selected through purposive sampling. Eligibility criteria included at least 1 year of teaching experience and active participation in school activities. Data were collected through focus group discussions (FGDs) guided by an interview protocol aligned with the school well-being indicators. Thematic analysis was used to identify key patterns across participants’ responses. The findings indicate that teachers perceive school well-being as encompassing both strengths and challenges across its various dimensions. Dissatisfaction was reported in the having dimension due to inadequate physical school environments. The loving dimension was reflected in positive interpersonal relationships alongside academic pressures stemming from remedial demands. In the being dimension, teachers felt meaningfully involved in school policies, and students actively participated in creative activities. The health dimension was evaluated as satisfactory. These findings highlight the importance of improving physical facilities, managing academic pressures, and strengthening participatory school practices to enhance both teacher and student well-being. Overall, teachers perceive school well-being as strong in interpersonal relationships, participation, and health, but weakened by inadequate physical environments. This result highlights the need for targeted interventions to improve teacher well-being, foster a more positive learning climate, and achieve better educational outcomes.

Mindfulness in student life: A phenomenological study of self-awareness, emotional resilience, and identity development Ahmad Fadil; Amelia Zoraya; Lilik Sriyanti
Insight: Jurnal Ilmiah Psikologi Vol. 28 No. 1 (2026): FEBRUARY
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v28i1.4682

This phenomenological study explored the meaning of mindfulness in the daily lives of university students. In-depth interviews were conducted with three active students at UIN Salatiga to understand how mindfulness is perceived and experienced in the academic, emotional, and social contexts. Using descriptive-interpretative analysis based on Giorgi’s “whole–part–whole” method, five essential themes were identified: present-moment awareness, emotional self-regulation, self-acceptance, adaptive coping, and reflective growth. The findings reveal that mindfulness is not merely a stress management technique but an existential and developmental process that simultaneously strengthens self-awareness, emotional resilience, and identity development as an integrated outcome. Participants demonstrated the ability to stay grounded in the present moment, consciously regulate their emotions, and make decisions aligned with personal and social values reflecting the dynamic formation of their identity. This study underscores the importance of developing mindfulness-based psychoeducational programs within higher education to holistically support students’ mental well-being, self-understanding, and personal growth, including the process of identity development.

Indonesian Teachers’ Perceptions of Their School Well-being Based on Konu-Rimpela Model Rudy Yuniawati; Nurul Hidayah; Qi Lidong
Insight: Jurnal Ilmiah Psikologi Vol. 28 No. 1 (2026): FEBRUARY
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v28i1.4963

This study was conducted to address the limited qualitative evidence on teachers’ perceptions of school well-being. It aims to explore these perceptions through key indicators of school well-being, specifically having, loving, being, and health status. Employing an evaluative qualitative design, the research sought to understand the psychological processes underlying teachers’ well-being within the school environment. A total of 16 teachers from two private middle schools in Sleman Regency, Indonesia, were selected through purposive sampling. Eligibility criteria included at least 1 year of teaching experience and active participation in school activities. Data were collected through focus group discussions (FGDs) guided by an interview protocol aligned with the school well-being indicators. Thematic analysis was used to identify key patterns across participants’ responses. The findings indicate that teachers perceive school well-being as encompassing both strengths and challenges across its various dimensions. Dissatisfaction was reported in the having dimension due to inadequate physical school environments. The loving dimension was reflected in positive interpersonal relationships alongside academic pressures stemming from remedial demands. In the being dimension, teachers felt meaningfully involved in school policies, and students actively participated in creative activities. The health dimension was evaluated as satisfactory. These findings highlight the importance of improving physical facilities, managing academic pressures, and strengthening participatory school practices to enhance both teacher and student well-being. Overall, teachers perceive school well-being as strong in interpersonal relationships, participation, and health, but weakened by inadequate physical environments. This result highlights the need for targeted interventions to improve teacher well-being, foster a more positive learning climate, and achieve better educational outcomes.

CATCALLING PADA WANITA SEBUAH PELECEHAN SEKSUAL ATAU HANYA SEBUAH LELUCON? (Studi Kasus) Dewani Dama Shinta; Taufik Akbar Rizqi Yunanto
Insight: Jurnal Ilmiah Psikologi Vol. 24 No. 1 (2022): FEBRUARY 2022
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/psikologi.v24i1.1682

Catcalling adalah tindakan bersiul, berteriak, menyapa, bahkan komentar yang menggoda dan tidak enak didengar dan menimbulkan perasaan tidak nyaman tersebut. Fenomena peningkatan Catcalling memberikan kesadaran bahwa hal ini berdampak negatif pada seseorang atau penerima. Penerima merasa bahwa Catcalling bukanlah pujian, melainkan komentar yang tidak pantas dan bersifat seksual atau bernada berlebihan. Sehingga fenomena tersebut memiliki fenomena yang sangat menarik untuk diteliti. Seorang wanita yang menerima perilaku Catcalling ini, memiliki perasaan apapun yang muncul. Penelitian ini menggunakan pendekatan studi kasus kualitatif. Studi kasus diartikan sebagai pendekatan penelitian yang mengeksplorasi suatu fenomena dalam konteksnya dengan menggunakan data dari berbagai sumber. Dalam penelitian ini, partisipan yang dipilih adalah wanita yang pernah mengalami perilaku Catcalling dengan rentang usia 20-30 tahun. Penelitian ini memilih satu partisipan yang tidak jauh dari lokasi perilaku Catcalling. Metode pengumpulan data penelitian ini menggunakan wawancara dan observasi. Seorang wanita yang menerima perilaku Catcalling ini, memiliki perasaan apapun yang muncul. Sangat berpengaruh dalam hidupnya atau mengganggu aktivitasnya. Seorang perempuan yang menerima perilaku catcalling ini, memiliki perasaan apa saja yang muncul. Apakah sangat berpengaruh dalam kehidupannya atau mengganggu aktivitasnya. Tujuan dari penelitian ini adalah untuk mengetahui apakah perilaku Catcalling ini berpengaruh positif atau negatif dan berdampak pada penerimanya. Catcalling melibatkan komunikasi verbal dan non-verbal antara orang asing, biasanya pria ke wanita, seringkali tentang penampilan penerima. Motivasi untuk catcall dimulai dari rasa bosan dan keterikatan pria hingga keinginan untuk membuat marah dan mempermalukan wanita. Kasus ini tidak sembarangan atau dianggap wajar karena sangat erat kaitannya dengan kehidupan Subjek sebagai penerima Catcalling. Dampak dari perilaku tersebut dapat berupa tingkat stres yang cukup tinggi.

Psychometric Properties Evaluation of Mental Health:Depression, Anxiety and Stress Scale (DASS) andSubjective Cognitive Decline Questionnaire (SCD-Q) at Millenial and Gen Z Employee in Indonesia Reny Yuniasanti; Dewi Soerna Anggraeni; Sheilla Varadhila Peristianto; Sri Muliati Abdullah; Nina Fitriana; Martaria Rizky Rinaldi
Insight: Jurnal Ilmiah Psikologi Vol. 27 No. 1 (2025): FEBRUARY 2025
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Research data states that 37% of employees in Indonesia experience mental disorders, especially in the millennial and Z generations. Various terms and measurements of mental health often appear in psychological research but are rarely adjusted to respondents in the context of work settings and often limited to understanding the affective side of individuals, and not much is interpreted from the cognitive side. This is the primary basis for the translation and adaptation process, which uses measurements using the Depression, Anxiety, and Stress Scale (DASS-42) and Subjective Cognitive Decline Questionnaire (SCD-Q). The translation and adaptation process is carried out using Beaton's concept, which consists of the translation process, synthesis, back translation, expert committee review, pilot test, and the last stage is the submission developer committee. The respondents used in this process numbered 100 people according to the characteristics that have been determined. The DASS-42 item discrimination test results for the Stress are 0.685 - 0.879, the Anxiety is 0.701 - 0.989, and the Depression is 0.591 -0.841. Reliability with Cronbach Alpha for the Stress is 0.957, the Anxiety is 0.961, and the Depression is 0.935, which indicates high reliability. The results of the item discrimination test for the SCD-Q are 0.401-0.770 with a Cronbach Alpha of 0.926, which indicates high reliability. The measurement results show that the test tools for measuring mental health, DASS-42, and SCD-Q, can be used to measure and explore levels and analyze mental health in the work environment context, especially for the millennial and Z generations

Exploring Teacher Fairness in the Classroom: A Systematic Literature Review in Educational Psychology Hazatriningrum Kusumawati; Farida kurniawati
Insight: Jurnal Ilmiah Psikologi Vol. 28 No. 2 (2026): AUGUST
Publisher : Universitas Mercu Buana Yogyakarta

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Fairness in classroom assessment is a central issue in educational psychology because it shapes students’ motivation, trust, and engagement in learning. In contemporary classrooms, fairness is influencednotonlybytransparentassessmentproceduresbutalso by teacher–student interactions, cultural sensitivity, and digital learning conditions. This study aims to synthesize recent evidence on how teacher fairness is conceptualized and enacted in classroom assessment. A systematic literature review guided by thePICo framework(Population,Interest,Context)andreportedin accordance with the PRISMA guidelines was conducted using 15 peer-reviewed studies published between 2015 and 2025 and retrieved from major academic databases, including Google Scholar, ERIC, PsycINFO, JSTOR, Elsevier, Wiley, SAGE, Taylor & Francis, Springer Nature, PLOS, and Frontiers. The selected studies were analyzed using thematic analysis to identify recurring patterns, key dimensions, and contextual factors related to assessment fairness. The results show that teacher fairness consists of three interrelated dimensions: procedural, interpersonal, and distributive fairness. Procedural transparency and consistency are essential but insufficient without respectful interaction, constructive feedback, and equitable assessment outcomes.Thereviewalsoidentifiesclassroomassessmentliteracy and cultural sensitivity as key factors supporting fair assessment, especially in digital and post-pandemic learning environments. These findings contribute to educational psychology by offering an integrated understanding of fair classroom assessment and highlighting the need for continuous teacher professional development to promote inclusive, transparent, and responsive assessment practices

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Sowanya Ardi Prahara

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Phone
-

Journal Mail Official
insight@mercubuana-yogya.ac.id

Editorial Address
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Location
Kab. bantul,

Daerah istimewa yogyakarta

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Sowanya Ardi Prahara

Contact Email insight@mercubuana-yogya.ac.id

Phone -

Journal Mail Official insight@mercubuana-yogya.ac.id

Editorial Address -

Location Kab. bantul, Daerah istimewa yogyakarta INDONESIA

Abstract

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Contact Name
Sowanya Ardi Prahara

Contact Email
insight@mercubuana-yogya.ac.id

Phone
-

Journal Mail Official
insight@mercubuana-yogya.ac.id

Editorial Address
-

Location
Kab. bantul,

Daerah istimewa yogyakarta

INDONESIA