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Psikologia : Jurnal Psikologi
Published by Universitas Muhammadiyah Sidoarjo
ISSN : -     EISSN : 25412299     DOI : https://doi.org/10.21070/psikologia
Core Subject : Humanities, Education,
Humanities Education Other
Aim: to facilitate scholar, researchers, and teachers for publishing the original articles of review articles. Scope: psychological research include: industrial and organizational psychology clinical psychology social psychology educational psychology Islamic psychology
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 149 Documents
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Emotional Intelligence and Academic Achievement of Psychology Students : Kecerdasan Emosional dan Prestasi Akademik Mahasiswa Psikologi Indriani, Erry
Psikologia : Jurnal Psikologi Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v10i2.2027

Abstract

Student academic achievement is often understood solely as a result of intellectual intelligence. However, success in higher education is also influenced by non-cognitive factors, one of which is emotional intelligence. This study aims to explore the relationship between emotional intelligence and academic achievement of Psychology students at University X through a qualitative approach. The case study approach is used to gain a deep understanding of students' subjective experiences in managing emotions, maintaining motivation, and building social relationships within an academic context. Research participants were selected using purposive sampling, consisting of active students who had completed at least four semesters with varying Cumulative Grade Point Averages (CGPA). Data were obtained through in-depth interviews, focus group discussions (FGDs), and academic documentation, and then analyzed using thematic analysis techniques. The research findings revealed four main themes closely related to students' academic achievement, namely: emotional regulation skills in dealing with academic pressure, intrinsic motivation and perseverance in learning, empathy and social support that strengthen academic networks, and social skills that open up broader academic opportunities. Students with high emotional intelligence have been proven to be more capable of managing stress, maintaining learning motivation, building positive relationships, and performing confidently in academic settings. The integration of these four aspects shows that emotional intelligence is not merely a supplement but an essential foundation in supporting academic achievement. This finding suggests that universities should develop programs to enhance emotional intelligence, including emotion regulation training, peer mentoring, and social skills workshops. Thus, improving emotional intelligence can be an effective strategy to enhance both academic achievement and the professional readiness of Psychology students at University X. Highlights: Emotional intelligence strongly supports stress management, motivation, and social relations. Four key themes: regulation, motivation, empathy, and social skills. Universities should design programs to enhance emotional intelligence. Keywords: Academic Achievement, Emotion Regulation, Emotional Intelligence, Intrinsic Motivation, Psychology Students.
Self-Activity Among Internal Department Supervisors Al-Mayahy, Rawaa Jaafar Abd; Al-Anzi, Hussein Karim Mohammed
Psikologia : Jurnal Psikologi Vol. 11 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v11i1.2111

Abstract

The current research aims to identify the level of self-activity and reveal the statistical significance of differences in the level of self-activity according to the two gender variables (male-female) among a sample of male and female supervisors in the Department of Internal Affairs at Wasit University. The research sample consisted of (150) male and female supervisors who were selected using stratified random sampling. To achieve this, the researchers developed a self-activity scale based on the theory of (Roon kurtus, 2012) and consists of (30) items distributed towards three dimensions: (mental activity, emotional activity, physical activity). After that, the research instrument was applied and the psychometric properties of the scale were tested for validity and reliability. Reliability was extracted in two ways: Cronbach's alpha and the test-retest method. The scale's reliability using the test-retest method was (0.86), while the reliability using Cronbach's alpha was (0.83). The research results showed that the supervisors of the internal departments enjoy self-activity and a positive attitude in their job performance, and there are no statistical differences according to gender between males and females. In light of the results shown, the researchers presented a number of recommendations and suggestions. Highlights: Supervisors demonstrated high scores across cognitive, emotional, and physical dimensions. Measurement results exceeded the predefined hypothetical benchmark. Male and female groups showed comparable patterns in assessed attributes. Keywords: Self-Activity, Internal Department Supervisors, University Administration, Gender Differences
Self Control Correlation With Academic Procrastination Among Vocational Students: Korelasi Pengendalian Diri dengan Penundaan Akademik di Kalangan Siswa Kejuruan Aini, Reza Nur; Nastiti, Dwi
Psikologia : Jurnal Psikologi Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v10i1.2138

Abstract

General Background: Academic procrastination is a common behavioral issue that disrupts students’ learning performance and task completion in secondary education. Specific Background: Students in vocational schools frequently face simultaneous academic and practical demands that require strong self-regulation skills. Knowledge Gap: Empirical evidence focusing on the association between self-control and procrastination within vocational high school contexts remains limited. Aims: This study investigates the relationship between self-control and academic procrastination among students of SMK Informatika Sumber Ilmu. Results: Using a quantitative correlational design with 203 participants selected through proportionate stratified random sampling, data collected via validated Likert scales revealed a significant negative correlation (r = −0.623, p < 0.05), with self-control contributing 46.4% of variance in procrastination levels. Most students demonstrated moderate levels on both variables. Novelty: The study provides context-specific evidence from vocational education, highlighting behavioral regulation patterns in students preparing for both academic and workplace demands. Implications: Strengthening self-regulatory skills may reduce delaying behaviors and support more disciplined academic performance, offering practical direction for school-based interventions and counseling programs. Keywords: Academic Procrastination, Self Control, Vocational Students, Correlational Study, Student Behavior Key Findings Highlights Strong inverse association between regulation capacity and delay tendencies Nearly half of behavioral variance explained by internal regulation factor Majority of participants categorized within moderate behavioral levels
Emotion Regulation and Academic Stress Correlation Among Senior High Students: Korelasi antara Regulasi Emosi dan Stres Akademik di Kalangan Siswa Sekolah Menengah Atas Nuzula, Firdausi; Maryam, Effy
Psikologia : Jurnal Psikologi Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v10i1.2140

Abstract

General Background: Academic demands frequently generate psychological pressure among secondary school students, making emotional management an essential personal resource. Specific Background: Numerous educational psychology studies indicate that difficulties in regulating emotions are associated with heightened academic stress symptoms in learning environments. Knowledge Gap: However, empirical evidence focusing on senior high school students within the local school context remains limited and requires systematic quantitative verification. Aims: This study aimed to examine the relationship between emotion regulation and academic stress among students using a correlational design. Results: Statistical analysis demonstrated a significant negative association, indicating that students with better emotional control reported lower stress levels, while weaker regulation corresponded with higher tension and academic burden. Novelty: The study provides context-based data derived directly from high school learners and integrates standardized psychological scales to quantify both constructs simultaneously. Implications: Findings offer practical guidance for counseling services, classroom management, and student support programs to prioritize emotional skills training as a preventive strategy against learning-related stress, contributing to educational psychology literature and school-based mental health initiatives. Keywords: Emotion Regulation, Academic Stress, High School Students, School Counseling, Educational Psychology Key Findings Highlights significant inverse association between emotional control and pressure levels learners with poor coping strategies showed higher tension scores results support counseling interventions in school settings
Parenting Stress Levels Among Working Mothers in ROC Operational Unit: Tingkat Stres Parenting di Kalangan Ibu Bekerja di Unit Operasional ROC Setyaningtyas, Yulinda Ardi; Mariyati, Lely Ika
Psikologia : Jurnal Psikologi Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v10i1.2141

Abstract

General Background Parenting stress commonly emerges when parents face continuous emotional and caregiving demands. Specific Background Working mothers often experience dual responsibilities between professional duties and childcare, creating additional psychological pressure within organizational settings. Knowledge Gap Empirical descriptions of parenting stress across varied child ages in specific workplace environments remain limited, particularly in operational units with intensive computer-based tasks. Aims This study aims to describe parenting stress levels among working mothers employed at the PT TIF-3 ROC Unit. Results Using a descriptive quantitative design with purposive sampling of 53 mothers and a reliable parenting stress scale, findings show that 81% of participants fall within moderate to high stress categories, with parental distress identified as the dominant aspect compared to difficult child and parent–child dysfunctional interaction dimensions. Novelty The study provides a contextualized profile of parenting stress within a telecommunications operational center, integrating workplace demands with caregiving challenges. Implications The findings highlight the need for family-friendly workplace policies, social support systems, and stress management programs to assist working mothers in balancing professional and parenting roles. Keywords: Parenting Stress, Working Mothers, Dual Roles, Parental Distress, Workplace Psychology Key Findings Highlights Majority of participants reported moderate–high caregiving strain Emotional burden scored highest among measured dimensions Organizational context linked with time pressure and limited support
Self Concept and Social Anxiety Correlation in Adolescents: Korelasi Antara Konsep Diri dan Kecemasan Sosial pada Remaja Rahmah, Aisyara Adianti; Nastiti, Dwi
Psikologia : Jurnal Psikologi Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v10i2.2142

Abstract

This study examines the relationship between self-concept and social anxiety among senior high school students. General Background: Adolescent mental health remains a significant concern, particularly regarding emotional disorders in school settings. Specific Background: Social anxiety frequently emerges during adolescence and is associated with maladaptive self-perceptions. Knowledge Gap: Empirical evidence regarding the correlation between self-concept and social anxiety in the context of SMA Ma’arif Nu Pandaan remains limited. Aims: This study aims to determine the relationship between self-concept and social anxiety among students. Results: Using a quantitative correlational design with 167 students selected through simple random sampling, the findings revealed a significant negative correlation (r = -0.436, p < 0.001), indicating that higher self-concept scores are associated with lower social anxiety levels. Demographic analysis showed higher mean social anxiety scores among female students and those aged 17 years. Novelty: This research provides localized empirical data on adolescent psychological dynamics within an Indonesian senior high school context. Implications: The findings highlight the importance of strengthening positive self-concept development as part of school-based mental health strategies. Keywords: Self Concept, Social Anxiety, Adolescents, Correlational Study, School Psychology Key Findings Highlights Negative association identified between internal self-perception and anxiety symptoms Female students demonstrated higher mean anxiety scores Seventeen-year-old group showed the highest average anxiety level
Self Concept and Career Planning Among Vocational Students: Konsep Diri dan Perencanaan Karier di Kalangan Siswa Kejuruan Amrosafitri, Annisa Safira; Nastiti, Dwi
Psikologia : Jurnal Psikologi Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v10i2.2143

Abstract

General Background: Career planning represents a crucial developmental task for vocational high school students as they prepare for transition into the workforce. Specific Background: Many vocational students still demonstrate limited readiness in structuring realistic career plans, which may be associated with internal psychological factors such as self concept. Knowledge Gap: Although prior studies have examined self concept and career maturity, limited empirical evidence is available regarding their association within specific vocational school contexts. Aims: This study aims to determine the relationship between self concept and career planning among vocational high school students. Results: The findings indicate a positive and significant correlation between self concept and career planning, showing that students with stronger self perceptions tend to demonstrate more structured and directed career plans. Novelty: The study provides contextual empirical evidence from vocational students, reinforcing the psychological dimension of career planning within secondary education settings. Implications: These results highlight the importance of guidance and counseling programs that foster positive self concept development to support systematic career planning among vocational students. Keywords: Self Concept, Career Planning, Vocational Students, Career Development, Guidance And Counseling Key Findings Highlights Positive association identified between personal self perception and structured occupational preparation Students with stronger internal appraisal demonstrate clearer vocational direction School counseling context supports psychological determinants of future occupational readiness
Time Out Reduces Hitting Tantrums in Early Childhood: Istirahat Singkat Mengurangi Ledakan Emosi pada Anak Usia Dini Hayati, Nur; Maryam, Effy
Psikologia : Jurnal Psikologi Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v10i2.2144

Abstract

General Background: Temper tantrum is a common emotional outburst in early childhood that may manifest in aggressive behaviors such as hitting and can disrupt social interactions. Specific Background: In some cases, tantrums occur with high frequency and intensity, requiring structured behavioral interventions to prevent maladaptive patterns. Knowledge Gap: Previous studies have widely applied the time out technique in children with developmental disorders, yet limited empirical evidence addresses its application in typically developing children using a Single Subject Research design. Aims: This study aims to examine the role of the time out technique in reducing hitting behavior as a form of temper tantrum in a 3.8-year-old boy. Results: Using a true experimental approach with an A1-B-A2 Single Subject Research design over 22 sessions, findings demonstrate a reduction in hitting frequency from 8–10 times per day during baseline to 4–2 times per day after intervention, with visual analysis and 0% overlap indicating consistent behavioral change. Novelty: The study provides empirical documentation of exclusionary time out applied to a non-clinical child within a structured SSR framework. Implications: These findings suggest that structured time out procedures can serve as an alternative behavioral modification strategy for parents and caregivers managing high-frequency tantrums. Keywords: Temper Tantrum, Time Out, Single Subject Research, Behavior Modification, Early Childhood Key Findings Highlights Hitting episodes declined progressively across baseline, intervention, and follow-up phases. Visual analysis indicated stable downward trends with zero data overlap in the final phase comparison. Consistent exclusionary procedure supported observable behavioral regulation.
Peran Well-Being dalam Hubungan antara Job Demand-Resources Dengan Kinerja Deastri, Leliantika Handitya; Diana, Revi; yulabi, ruchan; Listyowati, Athiah
Psikologia : Jurnal Psikologi Vol. 11 No. 2 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/psikologia.v11i2.1933

Abstract

This study aims to examine the relationship between job demands and job resources with employee well-being and performance. The research was conducted on employees of the Ministry of Finance, with data collected through a survey method using convenience sampling techniques. A total of 3,403 respondents participated in the survey. Based on analysis using Smart PLS, the findings indicate a negative correlation between job demands and well-being, and a positive correlation between job resources and well-being. Additionally, well-being is positively correlated with performance. Thus, well-being serves as a mediating variable in the relationship between job demands and job resources with performance. Highlights• Job demands show an inverse association with psychological condition levels• Job resources demonstrate a direct positive association with psychological condition levels• Psychological condition acts as a mediating mechanism linking work characteristics and performance KeywordsJob Demands; Job Resources; Well Being; Employee Performance; Mediation

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