World Psychology
Journal World Psychology is an open-access and peer-reviewed journal dedicated to publishing novel research in the field of psychology. Details on our focus and scope can be viewed here. World Psychology is published three times a year April, August, December and accepts current research articles that have the potential to make a significant contribution to the exploration and development of psychology and behavioral sciences. Articles submitted to this journal must display a well-thought-out study design, appropriate data analysis, and interpretation.
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<![CDATA[The Effectiveness of Mindfulness-Based Intervention Programs in Reducing the Symptoms of Anxiety in Adolescents in Indonesia ]]>
<![CDATA[Pranatha, Aria]]>;
<![CDATA[Kasmad, Kasmad]]>;
<![CDATA[Rohim, Abdal]]>;
<![CDATA[Hermansyah, Heri]]>;
<![CDATA[Hendriana, Yana]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.798
<![CDATA[Anxiety is a common mental health issue among adolescents, particularly in Indonesia, where socio-cultural factors contribute to the challenges they face. Mindfulness-based interventions (MBIs) have been shown to alleviate symptoms of anxiety across various populations. This study investigates the effectiveness of MBIs in reducing anxiety symptoms among adolescents in Indonesia. The primary aim is to assess how these programs can help adolescents manage anxiety and improve their overall well-being. A mixed-methods approach was used, involving both qualitative interviews and quantitative surveys with 150 adolescents who participated in a 6-week MBI program. Pre- and post-program anxiety levels were measured using standardized tools such as the State-Trait Anxiety Inventory (STAI). The results revealed a significant reduction in anxiety symptoms among participants, indicating the potential of MBIs in promoting mental health in adolescents. The findings suggest that incorporating mindfulness practices in educational settings could be an effective approach to addressing adolescent anxiety in Indonesia. The study concludes that MBIs are a viable and beneficial intervention for reducing anxiety symptoms in adolescents, with broader implications for school-based mental health programs.]]>
<![CDATA[The Relationship Between Sleep Quality and Depression Level in Students During the Covid-19 Pandemic Period ]]>
<![CDATA[Permatananda, Pande Ayu Naya Kasih]]>;
<![CDATA[Yamamoto, Sota]]>;
<![CDATA[Kobayashi, Riko]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.799
<![CDATA[The Covid-19 pandemic has caused significant disruptions in daily life, leading to various mental health challenges, particularly among students. Sleep quality and depression are closely related, with poor sleep often contributing to higher levels of depression. During the pandemic, changes in daily routines, increased stress, and social isolation have likely affected both sleep patterns and mental health. This study aims to investigate the relationship between sleep quality and depression levels in students during the Covid-19 pandemic period. A cross-sectional design was employed, with 300 university students completing an online survey. Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI), and depression levels were measured with the Patient Health Questionnaire-9 (PHQ-9). The results indicated that students reporting poor sleep quality had significantly higher depression scores compared to those with better sleep quality. A negative correlation was found between sleep quality and depression levels, with poorer sleep associated with higher depression severity. The study concludes that poor sleep quality is a significant predictor of increased depression in students during the pandemic. These findings emphasize the need for interventions targeting sleep improvement as part of mental health support for students during and beyond the Covid-19 crisis.]]>
<![CDATA[The Impact of Cognitive-Behavioral Therapy on Decreased Symptoms of PTSD in Victims of Natural Disasters ]]>
<![CDATA[Permatananda, Pande Ayu Naya Kasih]]>;
<![CDATA[Tan, Ethan]]>;
<![CDATA[Lim, Sofia]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.800
<![CDATA[Post-traumatic stress disorder (PTSD) is a significant mental health issue faced by individuals who have experienced natural disasters. Survivors of such events often endure long-lasting psychological effects, including flashbacks, hyperarousal, and emotional numbness, which hinder their ability to reintegrate into normal life. Cognitive-behavioral therapy (CBT) has emerged as an effective intervention for PTSD, offering tools for individuals to reframe distressing thoughts and regulate emotional responses. This study investigates the impact of CBT on the symptoms of PTSD in victims of natural disasters. The primary aim is to evaluate whether CBT can reduce the severity of PTSD symptoms in affected individuals. A quasi-experimental design was used, with 100 participants who were victims of a recent natural disaster. Participants underwent 8 weeks of CBT sessions, with pre- and post-assessment using the PTSD Checklist for DSM-5 (PCL-5). The results indicated a significant reduction in PTSD symptoms, with a marked decrease in both intrusive thoughts and hyperarousal behaviors. The findings suggest that CBT is an effective therapeutic approach for alleviating PTSD symptoms in disaster survivors. The study concludes that integrating CBT into post-disaster mental health care programs can significantly improve the well-being of disaster victims.]]>
<![CDATA[Effectiveness of Anti-Bullying Program in Enhancing Positive School Climate in Middle Schools ]]>
<![CDATA[Imha, Ulia Arbarehan]]>;
<![CDATA[Al-Momani, Ammar]]>;
<![CDATA[Hamdan, Salma]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.803
<![CDATA[Bullying in schools is a pervasive issue that negatively impacts students’ mental health, academic performance, and overall school climate. A positive school climate is essential for fostering an environment conducive to learning, where students feel safe, respected, and supported. Anti-bullying programs have been implemented to address this problem; however, their effectiveness in enhancing school climate, particularly in middle schools, remains underexplored. This study aims to evaluate the effectiveness of an anti-bullying program in improving the school climate in middle schools. The research utilizes a quasi-experimental design, with 300 students from three middle schools participating in the study. Pre- and post-program surveys were administered to assess students’ perceptions of school climate, including safety, respect, and inclusiveness. The results indicate a significant improvement in the overall school climate, with increased perceptions of safety and respect, and a reduction in bullying behaviors. Students reported feeling more supported and engaged in the school community after the program. The study concludes that anti-bullying programs can be highly effective in fostering a positive school climate, providing a safer and more supportive environment for students. The findings suggest that implementing such programs in middle schools can significantly contribute to improving the educational experience and well-being of students.]]>
<![CDATA[The Role of Emotional Intelligence in Improving Early Childhood Social and Academic Skills ]]>
<![CDATA[Arinda, Fita]]>;
<![CDATA[Oo, Zaw Min]]>;
<![CDATA[Myint, Aung]]>;
<![CDATA[Anggreni, Made Ayu]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.804
<![CDATA[Emotional intelligence (EI) plays a critical role in early childhood development, influencing social and academic skills. As young children begin to navigate complex social interactions and engage in learning activities, the ability to recognize, understand, and regulate emotions becomes fundamental to their success in school and relationships. Despite its importance, the role of EI in shaping early childhood social and academic outcomes remains underexplored. This study aims to examine the impact of emotional intelligence on the development of social and academic skills in early childhood. A mixed-methods approach was employed, involving a sample of 150 preschool children and their teachers. The study utilized the Emotional Quotient Inventory (EQ-i) for children and teacher reports on social and academic skills. The results demonstrated that higher emotional intelligence scores were significantly associated with better social interactions, peer relationships, and academic performance, particularly in areas of problem-solving and self-regulation. The findings suggest that fostering emotional intelligence in early childhood education programs can enhance both social and academic competencies. The study concludes that EI is a key factor in supporting children’s overall development, providing a foundation for improved social interactions and academic achievement in later years. ]]>
<![CDATA[The Influence of Social Media on the Quality of Interpersonal Relationships in Adolescents in Indonesia ]]>
<![CDATA[Budiawan, Budiawan]]>;
<![CDATA[Myint, Aung]]>;
<![CDATA[Hlaing, Nandar]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.805
<![CDATA[The advent of social media has transformed the way adolescents communicate and interact with one another. While social media provides a platform for social connection, its influence on the quality of interpersonal relationships, particularly among adolescents, remains a critical area of study. In Indonesia, where social media usage among adolescents is high, understanding its impact on relationships is crucial for promoting healthy social interactions. This study investigates the influence of social media on the quality of interpersonal relationships in adolescents in Indonesia. The research utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews with 300 adolescents aged 12-18 years. The survey measured the frequency of social media use and the perceived quality of relationships with family, friends, and peers. The qualitative interviews provided deeper insights into adolescents’ experiences with social media and its role in shaping their social interactions. The results indicate that excessive social media use is associated with lower quality in face-to-face interactions, leading to weaker emotional bonds with family and friends. However, moderate use of social media was linked to enhanced peer connections and better communication skills. The study concludes that social media can both positively and negatively affect interpersonal relationships, and suggests that balanced usage should be encouraged to foster healthier social dynamics.]]>
<![CDATA[The Impact of Communication Skills Training Programs on Improving Work Relationships in the Office Environment ]]>
<![CDATA[Thalib, Najdah]]>;
<![CDATA[Khan, Omar]]>;
<![CDATA[Aziz, Safiullah]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.806
<![CDATA[Effective communication skills are essential for fostering positive work relationships and enhancing collaboration in office environments. However, many employees struggle with communication barriers that hinder their ability to work effectively with colleagues, leading to misunderstandings and reduced productivity. Communication skills training programs have been proposed as a solution to improve interpersonal communication, but their impact on work relationships in the office environment remains underexplored. This study aims to evaluate the effectiveness of communication skills training programs in improving work relationships among employees in office settings. The research employed a pre- and post-intervention survey design, involving 150 employees from various departments in a corporate office. Participants completed assessments on their communication effectiveness and work relationship quality before and after undergoing a 6-week communication training program. The results demonstrated significant improvements in employees’ ability to express themselves clearly, listen actively, and resolve conflicts, which in turn enhanced the quality of their work relationships. Participants reported increased trust, cooperation, and mutual respect in their interactions with colleagues. The study concludes that communication skills training programs can effectively improve interpersonal relationships in the office, leading to a more harmonious and productive work environment.]]>
<![CDATA[The Influence of Organizational Culture on Employee Job Satisfaction and Performance in the Public Sector ]]>
<![CDATA[Imha, Ulia Arbarehan]]>;
<![CDATA[Rao, Don Gusti]]>;
<![CDATA[Rahimi, Ramin]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.807
<![CDATA[Organizational culture plays a pivotal role in shaping employee job satisfaction and performance, particularly in the public sector where the nature of work is often influenced by public service values and government policies. A positive organizational culture is associated with increased motivation, job satisfaction, and improved performance, whereas a negative culture can lead to disengagement and inefficiency. Despite its importance, there is limited research on how organizational culture specifically impacts employee job satisfaction and performance in the public sector, especially in non-Western contexts. This study aims to explore the relationship between organizational culture, job satisfaction, and employee performance in public sector organizations. A quantitative research design was employed, using surveys distributed to 300 employees from various public institutions. Data were analyzed using regression analysis to examine how dimensions of organizational culture, such as values, communication, and leadership styles, influence job satisfaction and performance. The results indicate that organizational culture has a significant positive impact on both job satisfaction and performance. Employees who perceived their work environment as supportive, inclusive, and aligned with organizational values reported higher levels of satisfaction and better performance. The study concludes that fostering a positive organizational culture is essential for enhancing employee outcomes in the public sector, and recommends targeted interventions to cultivate such a culture.]]>
<![CDATA[The Impact of Authoritative Parenting Patterns on the Social-Emotional Development of Early Childhood in Indonesia ]]>
<![CDATA[Setyaningsih, Diana]]>;
<![CDATA[Mamma, Agustinus Tandilo]]>;
<![CDATA[Olua, Erna]]>;
<![CDATA[Sirjon, Sirjon]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.808
<![CDATA[Parenting patterns play a crucial role in shaping the social-emotional development of children, particularly during early childhood, a formative period for emotional and social skills. Among various parenting styles, authoritative parenting has been widely recognized for promoting positive child outcomes, including better social-emotional development. In Indonesia, cultural norms and family dynamics can influence how parenting styles are applied, making it important to explore how authoritative parenting specifically affects young children’s emotional regulation, empathy, and social interactions. This study aims to examine the impact of authoritative parenting on the social-emotional development of early childhood in Indonesia. A mixed-methods approach was used, combining quantitative surveys with qualitative interviews. The study involved 200 parents and their children aged 3-6 years, assessing parenting styles through the Parenting Style Inventory and evaluating children’s social-emotional development using established scales for emotional regulation, peer relationships, and social competence. The results indicate that children raised by authoritative parents displayed higher levels of emotional regulation, empathy, and peer acceptance compared to children raised by permissive or authoritarian parents. The study concludes that authoritative parenting is positively associated with enhanced social-emotional skills in early childhood and emphasizes the importance of promoting authoritative parenting practices in Indonesia to foster healthier developmental outcomes.]]>
<![CDATA[The Influence of Inclusive Education Programs on the Social Development of Children with Special Needs ]]>
<![CDATA[Nur, Rejeki]]>;
<![CDATA[Kaya, Cemil]]>;
<![CDATA[Demir, Ahmet]]>
<![CDATA[ World Psychology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/wp.v4i1.809
<![CDATA[Inclusive education has become a fundamental approach to ensuring that children with special needs are integrated into general education settings, promoting social interaction and development alongside their peers. However, there is a lack of sufficient empirical evidence regarding the specific impact of inclusive education programs on the social development of children with special needs. This study explores how inclusive education programs influence the social development of children with special needs, focusing on improvements in social skills, peer relationships, and social integration. A mixed-methods approach was employed, involving 150 students with special needs across five schools that implement inclusive education programs. Data were collected through standardized social skills assessments, teacher reports, and interviews with parents and students. The results indicated that students in inclusive settings demonstrated significant improvements in social skills, particularly in peer interactions and communication. Teachers reported enhanced social integration of these students in classroom activities, and parents noted a positive shift in their children’s ability to engage socially outside of school. The study concludes that inclusive education programs provide critical social development opportunities for children with special needs, fostering greater acceptance and interaction with their peers. These findings suggest that inclusive education should be further promoted as a vital approach for enhancing social]]>
