cover
Contact Name
Hamid Mukhlis
Contact Email
me@hamidmukhlis.id
Phone
-
Journal Mail Official
jopp@ukinstitute.org
Editorial Address
UK Institute Lucky Arya Residende 2 No.18. Jalan HOS. Cokroaminoto Kab. Pringsewu Email: jopp@ukinstitute.org Website: https://www.ukinstitute.org/journals/jopp
Location
Unknown,
Unknown
INDONESIA
Journal of Psychological Perspective
Published by Utan Kayu Publishing
ISSN : 27154785     EISSN : 27154807     DOI : https://doi.org/10.47679/jopp
JOPP (Journal of Psychological Perspective), with registered ISSN 2715-4785 (Print) and ISSN 2715-4807 (online), is a Presented to encourage and facilitate the publication of result of the research in psychology: This journal contains a article on psychology field that includes: Social Psychology Clinical Psychology Educational Psychology Industrial and Organisational Psychology Islamic Psychology JOPP (Journal of Psychological Perspective) is an international journal devoted to publishing theoretically oriented, empirical research that is at the intersection of psychology and media/mediated communication. Research topics include media uses, processes, and effects. Reports of empirical research, theory papers, state-of-the-art reviews, replication studies and meta-analyses that provide a major synthesis of primary research findings in a pivotal area will be considered. We encourage preregistrations and welcome the inclusion of supplementary materials, such as stimuli, measures, preanalysis plans, deidentified data, and code as a part of new submissions. Manuscripts will be judged by the degree to which they contribute to theory and advance the body of knowledge about the psychology of uses, processes, or effects of the media. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.
Articles 3 Documents
Search results for , issue "Vol 8, No 2 (2026)" : 3 Documents clear
Evaluating the Predictive Role of Attachment Style, Love Attitude and Spiritual Intelligence on Quality of Life Freya Vyas; Khushboo Ashokkumar Mishra
Journal of Psychological Perspective Vol 8, No 2 (2026)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.8214372026

Abstract

Quality of life (QoL) is shaped by a complex interplay of relational and psychological processes, yet the integrated contribution of attachment styles, love attitudes, and spiritual intelligence remains insufficiently understood, particularly in non-Western contexts. The present study examined the predictive role of these constructs in a sample of 201 young adults (18–30 years) in India. Participants completed standardized measures of attachment, love attitudes, spiritual intelligence, and QoL. Data were analysed using hierarchical multiple regression to assess the incremental contribution of each set of predictors. Attachment styles significantly predicted QoL in the initial model, with anxious attachment negatively associated and dependent attachment positively associated with QoL. The inclusion of love attitudes explained additional variance, with eros and pragma emerging as negative predictors and mania as a positive predictor. In the final step, spiritual intelligence contributed significant incremental variance, with personal meaning production and conscious state expansion emerging as positive predictors. However, in the combined model, only selected predictors retained significance, indicating substantial shared variance across constructs. These findings suggest that quality of life is best understood as an outcome of interacting relational and meaning-making systems, where attachment-based regulation and existential resources play a more foundational role than romantic attitudes alone. The results are discussed in light of attachment theory, meaning-making frameworks, and the cultural context of emerging adulthood in India.
The Relationship Between Sleep Duration and Life Satisfaction in Middle-aged and Older Adults: evidence from China Chao Hao; Feiyang Xie; Naifeng Bu; Xue Wang
Journal of Psychological Perspective Vol 8, No 2 (2026)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.8214522026

Abstract

Aging is becoming increasingly common worldwide, which has a profound impact on the social structure, making it imperative to enhance the life satisfaction of the middle-aged and older adults. While life satisfaction serves as a crucial metric for assessing quality of life in aging societies, empirical evidence suggests improvement lags behind advancements in medical technology and living standards. Thus, identifying the key factors influencing their life satisfaction is crucial. We employed data from 12,525 validated samples from the 2020 China Health and Retirement Longitudinal Study to examine sleep's impact on life satisfaction through multiple mediation modeling. The findings revealed that insufficient sleep emerged as a widespread phenomenon significantly compromising the life satisfaction of the middle-aged and older adults. Physical health and depressive symptoms mediated 85% of sleep's total effect, with depressive symptoms alone accounting for 65% of the mediation. The disproportionate mediation effect of depressive symptoms highlights mental health's critical role in the well-being assessment of the middle-aged and older adults.
Teaching Experience, Efficacy, and Performance among Kindergarten Teachers in Manicahan District: A Correlational Study Salma Sabdahun Asani
Journal of Psychological Perspective Vol 8, No 2 (2026)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.8214192026

Abstract

Understanding how teaching experience and teacher efficacy relate to classroom performance is essential for strengthening early childhood education. This study examined the relationships among teaching experience, teacher efficacy, and teaching performance of kindergarten teachers in Manicahan District to determine whether professional experience and confidence translate into improved instructional performance. In this study, teaching experience is operationally defined as the teachers’ length of service in years in kindergarten teaching; however, when measured using a Likert-scale instrument, it refers to self-reported teaching practice engagement, which is interpreted as perceived teaching practice rather than actual years of service to avoid misleading conclusions. Teacher efficacy refers to teachers’ beliefs in their capability to perform instructional tasks effectively, while teaching performance refers to their actual performance ratings based on official evaluation records. Guided by the assumption that greater experience enhances efficacy and performance, the study employed a descriptive–correlational research design. Data were collected from 35 kindergarten teachers during the 2024–2025 academic year using a validated survey questionnaire and official performance records. Statistical analyses included descriptive statistics, Pearson product–moment correlation, and analysis of variance. Results indicated that teachers demonstrated high levels of teaching experience and teacher efficacy and were rated very satisfactory in performance. ** Teaching experience showed a significant positive relationship with teacher efficacy (r = .439, p = .009, 95% CI [, ], moderate effect) but was not significantly related to teaching performance (r = –.096, p = .584, small effect). Teacher efficacy also did not significantly correlate with teaching performance (r = .057, p = .751, small effect). These findings indicate that while experience is associated with higher efficacy, neither experience nor efficacy alone directly translates into improved teaching performance, suggesting the need for further investigation of other influencing factors. The study highlights the importance of strengthening professional development systems, instructional support, and school-based mentoring to enhance early childhood teaching effectiveness.

Page 1 of 1 | Total Record : 3