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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 111 Documents
Gen Z's Perception of the Interpersonal Communication Behavior of Guidance and Counseling Teachers That Can Build Rapport Azahra, Yuttami Keila; Pratama, Moch Johan
Journal of Psychological Perspective Vol 8, No 1 (2026)
Publisher : Utan Kayu Publishing

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Abstract

The research is based on the problem of negative perceptions of students who consider BK teachers as "school police" and lack of student trust. This study examines the important role of interpersonal communication of Guidance and Counseling teachers in building rapport with generation Z students. The method used is a qualitative survey with a non-probability sampling technique, the study involved 163 high school students in Bandar Lampung through voluntary sampling. Data were collected through online questionnaires and FGDs about the comfort of interacting with BK teachers and analyzed using thematic analysis with ATLAS.ti 9 software. The results of the study identified two themes in communication behavior that build rapport: care (12 codes) and immediacy (10 codes) and It was found that the communication behavior of guidance and counseling teachers that can build rapport with generation Z students can start with the ability to be fair as the most important top priority., followed by the ability to tell stories with humor to lighten the atmosphere, guidance and counseling teachers can begin to change negative perceptions and build a more positive rapport relationship with students, thereby increasing student trust in guidance and counseling teachers so that students will feel safer, more comfortable and confident in consulting with guidance and counseling teachers. These findings can be used as a reference in the development of interpersonal communication training programs in universities for prospective guidance and counseling teachers, as well as practical guidelines for improving the quality of guidance and counseling services in schools. This study provides an in-depth understanding of the communication behaviors expected by Generation Z for guidance and counseling teachers in increasing the effectiveness of guidance and counseling services.

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