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World Psychology
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 28304764     EISSN : 28304551     DOI : https://doi.org/10.55849/wp
Core Subject : Education, Social,
Education Social Sciences Other
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.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 163 Documents
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EXPLORING THE ROLE OF EMOTIONAL INTELLIGENCE IN ADOLESCENT DEVELOPMENT: IMPLICATIONS FOR EDUCATIONAL PRACTICES Rinovian Rais; Syarifatul Hayati Zarfi; Nina Anis
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1222

Abstract

Emotional intelligence (EI) is increasingly recognized as a critical factor in adolescent development, influencing various aspects of social, emotional, and academic growth. Adolescence is a developmental stage marked by significant emotional and social changes, which makes the role of EI in shaping behavior and decision-making particularly important. Understanding how EI contributes to adolescent development can help inform educational practices aimed at fostering emotional and social competencies. This study explores the role of EI in adolescent development and its implications for educational practices. The research employs a mixed-methods approach, combining quantitative assessments of EI using the Bar-On Emotional Quotient Inventory (EQ-i:YV) and qualitative interviews with teachers and students. The findings indicate that higher EI levels are associated with better academic performance, enhanced peer relationships, and improved emotional regulation. Adolescents with higher EI demonstrated greater resilience in managing stress and navigating social conflicts. The study concludes that incorporating EI-focused strategies into educational curricula can enhance students' emotional and social development, thereby improving both academic outcomes and overall well-being. The study suggests that emotional intelligence should be a central component of educational practices to support holistic adolescent development.
THE EFFECT OF TEACHER FEEDBACK ON STUDENT SELF-ESTEEM AND ACADEMIC ENGAGEMENT IN SECONDARY EDUCATION Haidar Bilaleya; Munirah; Nina Anis
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1225

Abstract

Teacher feedback plays a central role in shaping students’ academic experiences, particularly during adolescence, a developmental stage marked by heightened sensitivity to evaluation and identity formation. While prior research has extensively examined the impact of feedback on academic achievement, limited attention has been given to its influence on student self-esteem and academic engagement in secondary education. This study aims to investigate the direct and indirect effects of teacher feedback on students’ self-esteem and academic engagement within a structural framework. A quantitative explanatory design was employed involving 512 secondary school students selected through stratified cluster sampling. Data were collected using validated Likert-scale instruments measuring perceived teacher feedback, self-esteem, and multidimensional academic engagement. Structural equation modeling was conducted to test hypothesized relationships among variables. Results indicate that teacher feedback significantly predicts both student self-esteem and academic engagement, with self-esteem partially mediating the relationship between feedback and engagement. The model explains a substantial proportion of variance in engagement outcomes. The findings underscore the importance of constructive and supportive feedback practices in fostering positive self-concept and sustained classroom participation. Strengthening feedback quality may therefore enhance both psychological well-being and academic involvement among secondary school students.
THE IMPACT OF MOTIVATION ON ACADEMIC ACHIEVEMENT IN VIRTUAL LEARNING ENVIRONMENTS: A LONGITUDINAL STUDY Akbar Syaiful Luneto; Mujahid Damopolii; Syafiq Amir
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1226

Abstract

The rapid expansion of virtual learning environments has transformed contemporary education, yet disparities in academic achievement persist among online learners. Motivation has been widely recognized as a key determinant of academic success in traditional settings; however, its longitudinal impact within fully digital contexts remains insufficiently examined. This study investigates the dynamic relationship between student motivation and academic achievement in virtual learning environments over four consecutive semesters. A longitudinal panel design was employed involving 420 undergraduate students enrolled in fully online programs. Data were collected using validated scales measuring intrinsic motivation, academic self-efficacy, and perceived autonomy, alongside institutional records of cumulative grade point average. Cross-lagged structural equation modeling was applied to analyze temporal and reciprocal effects. Results indicate that academic self-efficacy and intrinsic motivation significantly predict subsequent academic achievement, while prior achievement also reinforces future motivational levels, demonstrating a reciprocal developmental pattern. Combined motivational constructs explained a substantial proportion of variance in cumulative GPA across semesters. The findings underscore the central role of sustained motivational resources in supporting long-term academic success within digital education contexts. Strengthening motivational support mechanisms is essential for enhancing performance and persistence in virtual learning environments.
PSYCHOMETRIC EVALUATION OF THE INDONESIAN VERSION OF THE IPPA-R PEER ATTACHMENT SCALE Khoyrinnisa Ringganis; Dhia Nada Aldilla; Hasbi Rismi; Fredrick Dermawan Purba; Fitri Ariyanti Abidin
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1228

Abstract

Adolescence is a transitional period characterized by rapid changes in physical, emotional, cognitive, and social aspects, as well as a shift in attachment patterns from parents to peers as a source of emotional support. This study aims to examine the psychometric properties of the Indonesian version of the Inventory of Parent and Peer Attachment–Revised (IPPA-R) peer attachment subscale. The IPPA-R translation process followed the guidelines of the International Test Commission (ITC) and was administered to 256 adolescents aged 12–15 years in West Java using a convenience sampling technique. Psychometric analysis was conducted through construct validity testing with Confirmatory Factor Analysis (CFA) and reliability using Cronbach's Alpha. The CFA analysis results showed that the peer attachment subscale formed a three-factor structure consistent with the initial theoretical model, namely Trust, Communication, and Alienation. The goodness of fit values of the peer attachment subscale showed a fit model (CFI = 0.99, TLI = 0.99, RMSEA = 0.038, SRMR = 0.074). There were 7 items that were discarded based on SLF values below 0.30. With a Cronbach's Alpha reliability of 0.872, it can be concluded that the Indonesian version of the IPPA-R, consisting of 18 items, is valid and reliable for measuring peer attachment in Indonesia.
THE INFLUENCE OF PERSONALITY, PEDAGOGICAL COMPETENCE, AND ACHIEVEMENT MOTIVATION ON EARLY CHILDHOOD TEACHER PERFORMANCE IN ACEH TAMIANG REGENCY Wan War Safitria; Hera Yanti; Alfi Syahrin
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1230

Abstract

This study aims to: (1) analyze the effect of personality on the achievement motivation of early childhood education teachers in Aceh Tamiang Regency; (2) analyze the effect of pedagogical competence on the achievement motivation of PAUD teachers in Aceh Tamiang Regency; (3) analyze the effect of personality on the performance of PAUD teachers in Aceh Tamiang Regency; (4) analyze the effect of pedagogical competence on the performance of PAUD teachers in Aceh Tamiang Regency; (5) analyze the effect of achievement motivation on the performance of PAUD teachers in Aceh Tamiang Regency; and (6) analyze the simultaneous effect of personality, pedagogical competence, and achievement motivation on the performance of PAUD teachers in Aceh Tamiang Regency. This research uses a quantitative approach with an associative research design. The population consisted of 784 PAUD teachers, with a sample of 100 selected proportionally using Slovin’s formula and probability sampling techniques. The results indicate that: (1) there is a positive and significant effect between personality and teachers’ achievement motivation, (2) pedagogical competence and teachers’ achievement motivation, (3) personality and teacher performance, (4) pedagogical competence and teacher performance, (5) achievement motivation and teacher performance. All relationships are statistically significant with a significance level below 0.05. (6) Simultaneously, personality, pedagogical competence, and achievement motivation contribute significantly to teacher performance, with a coefficient of determination (R²) of 0.934 or 93.4%.Based on the findings, it is recommended that schools and educational policymakers give serious attention to developing teachers’ personality and pedagogical competence as the main foundation for improving performance. Efforts in character building, instilling values of responsibility, discipline, and work ethic should be conducted continuously through internal development and constructive supervision.
ANALYSIS OF THE USE OF FICTIONAL TEXT TEACHING MATERIALS IN LITERACY MATERIALS FOR GRADE IV STUDENTS AT THE UPTD OF STATE ELEMENTARY SCHOOL 28 PEUSANGAN Juliana Safitri; Alfi Syahrin; Hendra Saputra
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1231

Abstract

Fiction texts are one type of reading material that plays an important role in literacy learning at the elementary school level. This study aims to analyze the use of fiction text teaching materials in literacy learning for fourth grade students at UPTD SDN 28 Peusangan. This research employed a qualitative approach with a descriptive design. The study was conducted at UPTD SDN 28 Peusangan, Peusangan District, Bireuen Regency, in the 2025/2026 academic year. The research subjects consisted of five fourth-grade teachers and sixteen fourth-grade students. The data sources included primary and secondary data. Primary data were obtained through observations of the learning process and interviews with teachers and students. Secondary data were collected from supporting documents such as teaching modules, ATP, fiction text teaching materials, and learning documentation. Data collection techniques included observation, interviews, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The results showed that students’ literacy skills prior to the use of fiction text teaching materials were still relatively low. The implementation of fiction text teaching materials was able to increase student engagement, reading comprehension, vocabulary mastery, and writing skills in a more coherent and structured manner. The conclusion of this study indicates that the use of fiction text teaching materials has a positive impact on improving reading and writing literacy skills of fourth-grade students.
PSYCHOSOCIAL TUTOR INTERVENTIONS TO REDUCE LONELINESS AND PSYCHOLOGICAL DISTRESS AMONG OPEN UNIVERSITY STUDENTS A Hadian Pratama Hamzah; Zamroni; Abdurrohim; Agustin Handayani; Joko Koncoro
World Psychology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i2.1254

Abstract

This study aims to examine the challenges faced by distance education students, particularly loneliness and difficulties in social adaptation due to limited interpersonal interaction. It also seeks to identify strategies that can reduce psychological distress and improve students’ adaptation and participation in the distance learning environment. The study applies a narrative literature review approach. Data collection began with formulating research questions, followed by searching for relevant academic journals through electronic databases and credible reference sources. To strengthen the analysis, additional insights were obtained through interviews with groups of students from several open universities. The findings show that distance education students are vulnerable to loneliness, social maladaptation, and reduced learning performance due to limited interaction with peers and instructors. Difficulties in forming study groups and the absence of direct communication contribute to psychological and academic challenges. The study also finds a strong relationship between psychosocial support and reduced loneliness. Higher levels of social support from tutors and academic staff are associated with lower levels of loneliness and better student adaptation to the distance learning environment. The novelty of this research lies in emphasizing tutor-mediated psychosocial support as an integrated strategy to address loneliness and social maladaptation among distance learning students within the framework of open and distance education. The study implies that open universities should strengthen institutional support systems by integrating psychosocial assistance from tutors and academic officers into learning services to enhance student well-being, improve adaptation to distance learning culture, and increase academic success.
ADAPTATION AND VALIDATION OF THE INVENTORY OF TEACHER-STUDENT RELATIONSHIPS (IT-SR) INDONESIAN VERSION Destriday Ifriana; Aprilia Rizki Maharani; Sarah Tsabita Kaysi; Hendriati Agustiani; Surya Cahyadi
World Psychology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i2.1257

Abstract

Understanding teacher–student relationships is important, as these interactions contribute to students’ academic and socio-emotional development. However, validated instruments to assess these relationships in the Indonesian context remain limited. The purpose of this study was to adapt (Murray & Zvoch, 2011) the Inventory of Teacher-Student Relationship (IT-SR) into Indonesian and assess its validity and reliability among junior high school students. The adaptation process involved obtaining permission from the original developer, translation, expert review, and a readability test with 10 students. The main data were collected from 172 students at SMP Negeri 72 Bandung and analyzed using Confirmatory Factor Analysis (CFA). The results showed that the modified model demonstrated a good fit (CFI = 0.994, TLI = 0.992, RMSEA = 0.032, SRMR = 0.077). Three items were excluded due to low factor loadings, resulting in a final 14-item instrument. Reliability analysis showed a Cronbach’s alpha of 0.828. Overall, the Indonesian version of the IT-SR is valid and reliable for measuring teacher–student relationships among junior high school students in Indonesia.
THE ROLE OF SOCIAL MEDIA IN SHAPING ADOLESCENT IDENTITY: A SOCIAL-PSYCHOLOGICAL PERSPECTIVE Nur Hasan; Ethan Tan; Ava Lee
World Psychology Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i3.1297

Abstract

Adolescence represents a critical developmental stage during which individuals actively construct personal and social identities through interactions with their surrounding environments. Rapid growth in social media usage has transformed the contexts in which identity formation occurs, creating new opportunities for self-expression, social connection, identity exploration, and community participation. Digital platforms increasingly function as influential social spaces that shape adolescents’ perceptions of themselves and others. This study aims to examine the role of social media in shaping adolescent identity from a social-psychological perspective by exploring the relationships among social media engagement, identity exploration, online self-presentation, social validation, and self-concept development. A mixed-methods research design employing a sequential explanatory approach was utilized. Quantitative data were collected from 500 adolescents through validated measures of social media engagement, identity development, self-concept clarity, and psychological well-being. Qualitative interviews were conducted to explore participants’ experiences of identity construction within digital environments. Structural Equation Modeling and thematic analysis were employed to analyze the data. Findings revealed that social media engagement significantly influenced identity exploration, online self-presentation, perceived social validation, and self-concept clarity. Identity exploration emerged as a key mediating factor linking digital participation to identity development. The study concludes that social media serves as a powerful social-psychological context for adolescent identity formation, with developmental outcomes shaped by the quality of online interactions, patterns of engagement, and the nature of social feedback received within digital communities.
THE EFFECTS OF SLEEP DEPRIVATION ON COGNITIVE FUNCTION AND EMOTIONAL REGULATION: AN EXPERIMENTAL APPROACH Zainol Hasan; Vann Sok; Sokha Dara
World Psychology Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i3.1298

Abstract

Sleep is a fundamental biological process that supports cognitive efficiency, emotional stability, and overall psychological well-being. Increasing academic demands, technological engagement, occupational pressures, and lifestyle changes have contributed to a growing prevalence of sleep deprivation across various populations. Insufficient sleep has been associated with impairments in cognitive performance and emotional functioning, yet the interconnected effects of sleep loss on these domains remain insufficiently understood. This study aims to examine the effects of sleep deprivation on cognitive function and emotional regulation through a controlled experimental approach. A randomized controlled pretest-posttest design was employed involving 120 healthy young adults aged 18–25 years. Participants were randomly assigned to either a sleep deprivation group or a control group maintaining a normal sleep schedule. Cognitive performance was assessed using standardized neuropsychological tests measuring attention, working memory, and executive functioning, while emotional regulation was evaluated through validated psychological scales. Statistical analyses included repeated-measures analysis of variance, independent-samples t-tests, and correlation analyses. Findings revealed that sleep deprivation significantly reduced attention, working memory, executive functioning, emotional stability, and positive affect. Significant associations were also identified between declines in executive functioning and impairments in emotional regulation. The study concludes that sleep deprivation exerts a substantial negative influence on both cognitive and emotional processes, highlighting the critical role of adequate sleep in maintaining adaptive psychological functioning and overall well-being.

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