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Journal An-Nafs: Kajian Penelitian Psikologi
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : 25280600     EISSN : 25496166     DOI : https://doi.org/10.33367/psi.v8i2
Core Subject : Education, Social,
Education Environmental Science Social Sciences Other
Journal An-Nafs: Kajian Penelitian Psikologi Focuses on empirical studies of educational psychology and includes discussions of social psychology in educational contexts (interpersonal, group, and community interactions). This journal publishes research based on empirical studies using quantitative, qualitative, or mixed-method approaches. Journal An-Nafs: Kajian Penelitian Psikologi Covering a broad range of content issues (learning innovation in psychology; student interactions; leadership and teacher careers in the educational setting; teacher-student relations; school cultures; special education; gender, race, ethnicity and social class in education; achievement, motivation, attitude in school; psychological interventions in educational setting; bullying, violence, and criminals in school; etc). This journal prioritizes high-quality innovative and comprehensive research on psychological phenomena associated with Muslim generations/societies/countries/institutions. Studies on Muslim and developing countries to increase the publication of psychological research from these regions at the international level are preferred. However, contributions from all corners are not limited.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 164 Documents
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The Beyond the Surface: A Screening-Based Analysis of Family Health, Psychological Well-Being, and Social Support in Student Mental Health Multahada, Erna; Hidayati, Pawestri Mukti; Nuraqmarina, Fatma; Putri, Prahastia Kurnia; Sombuling, Agnis
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 1 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i1.6525

Abstract

Student mental health is facing a growing crisis, with rising rates of psychological distress and suicide reported among university populations in Indonesia. This study investigates the influence of three key psychosocial factors—family health, psychological well-being, and social support—on student mental health. A total of 140 university students were selected using an accidental sampling technique. Mental health was assessed using the GHQ-28, psychological well-being was measured with the Psychological Well-Being Scale (PWB), social support was evaluated using the Multidimensional Scale of Perceived Social Support (MSPSS), and family health was assessed through the Family Health Scale–Long Form. Data were analyzed using multiple linear regression to determine both the individual and combined effects of the predictor variables on student mental health outcomes. The results revealed a significant combined effect of family health, psychological well-being, and social support on student mental health (p = 0.000, R = 0.620, R² = 38.4%). When examined individually, family health (p = 0.000) and psychological well-being (p = 0.049) were significant predictors, while social support was not (p = 0.405). However, a post-hoc analysis showed that family-based social support had a statistically significant impact on student mental health (p = 0.001). The novelty of this study lies in its holistic approach, which integrates three major psychosocial predictors within a culturally grounded framework while emphasizing the need for university-based mental health screening systems. The findings underscore the critical role of campuses as supportive microsystems in promoting student mental health through preventive strategies, early detection, and responsive programming. Developing a psychologically safe and inclusive learning environment is essential to improving students’ overall well-being.
The Effect of Career Plan Training on Career Anxiety and Career Self-Efficacy Elfina, May Lia; Weißmann, Regina
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 1 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i1.6724

Abstract

The unstable economic conditions following the COVID-19 pandemic have highlighted the urgency for young people to better prepare for the increasingly competitive job market. This challenge is particularly pronounced among vocational high school students, who are expected to enter the workforce directly but often lack the career readiness and confidence required to do so. As a result, many experience career anxiety, while low career self-efficacy further hinders their transition into professional life. This study offers a novel contribution by empirically examining the dual effect of structured career plan training on reducing career anxiety and enhancing career self-efficacy among vocational high school students—an intervention rarely studied in this context. The research employed a one-group pretest-posttest experimental design involving 30 students from a vocational high school. Data were analyzed using the Wilcoxon signed-rank test. The results revealed a significant decrease in career anxiety and an increase in career self-efficacy following the intervention (sig < .01). These findings underscore the effectiveness of career plan training as a targeted strategy to strengthen psychological preparedness and decision-making among students facing uncertain career paths. The study recommends that vocational schools incorporate career plan training as part of their student development programs to support smoother transitions into higher education or employment.
Unraveling Academic Procrastination: The Roles of Self-Efficacy, Online Game Addiction, and Peer Conformity in University Students Anis, Daffa Dania Nur; Murniasih, Farhanah
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 1 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i1.7020

Abstract

Many university students struggle with academic procrastination, with approximately 52% regularly delaying or neglecting academic responsibilities. This study employed a quantitative approach to examine how self-efficacy, online game addiction, and peer conformity jointly influence academic procrastination among university students. The sample comprised 214 students from a State Islamic University in Banten, aged 18–21, who engaged in online gaming for more than four hours daily. Data were collected using validated psychological scales, including the Procrastination Assessment Scale–Student (PASS), General Self-Efficacy Scale (GSE), Game Addiction Scale for Adolescents (GASA), and a peer conformity scale. Confirmatory Factor Analysis (CFA) and multiple regression analysis were used to assess construct validity and test hypotheses. The results revealed that the three predictor variables explained 19.0% of the variance in academic procrastination, but only the "problems" dimension of online game addiction showed a significant positive effect. Self-efficacy and peer conformity did not significantly predict procrastination. This study offers a novel contribution by integrating internal and external predictors into a single explanatory model and examining them within the culturally specific context of Muslim university students. The findings underscore the importance of addressing behavioral disruptions—especially problematic gaming—rather than relying solely on enhancing self-efficacy or modifying peer norms. These insights can inform targeted intervention programs to help students manage academic responsibilities more effectively and reduce maladaptive gaming habits.
Neuroticism Trait Personality, Resilience, and Loneliness in Adolescent Victims of Bullying Nugroho, Veronica Tiffani; Huwae, Arthur
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 1 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i1.7023

Abstract

Adolescent victims of bullying often experience significant psychological distress, including stigma, social withdrawal, and emotional instability. This study examines the predictive roles of neuroticism trait personality and resilience on loneliness in adolescents who have experienced bullying. Addressing a gap in the literature—particularly within the Indonesian adolescent context—this research uniquely explores the combined influence of a vulnerability factor (neuroticism) and a protective factor (resilience) in relation to loneliness, a critical mental health concern. A quantitative approach was employed using a multiple linear regression design. Participants included 232 adolescents aged 12–21 who had experienced bullying, selected through incidental sampling. The instruments used were the Big Five Inventory (Neuroticism subscale), the Brief Resilience Scale (BRS), and the De Jong Gierveld Loneliness Scale (DJGLS). The results showed that both neuroticism and resilience significantly predicted loneliness (F = 44.75, p < .001, R² = .281). Specifically, neuroticism positively predicted loneliness, while resilience negatively predicted it. These findings contribute to a deeper understanding of how personality traits and coping resources interact in shaping adolescents' psychological responses to bullying. The study’s novelty lies in its simultaneous investigation of neuroticism and resilience within a culturally specific bullying context. The results offer practical implications for designing preventive and therapeutic interventions aimed at reducing loneliness and promoting emotional well-being among adolescent victims of bullying.
The Impact of School Climate on Emotion Regulation in Indonesian Students: Evidence from PISA 2022 Dadeh, Tarmidi; Hutasoit, Glory; Alfarisi, Muhammad Rozan; Rasool, Shafqat
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 1 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i1.7170

Abstract

Adolescence is a critical developmental period marked by significant changes, during which individuals must cultivate emotional intelligence to navigate academic pressures, social relationships, and potential negative behaviors. A positive school climate is key to fostering effective adolescent emotion regulation. This study presents a novel investigation into the role of school climate in shaping emotion regulation among Indonesian students, using nationally representative data from the post-pandemic PISA 2022 assessment. Employing a quantitative approach, the study draws on data from 13,439 students across Indonesia. A multiple linear regression analysis assessed the relationship between school climate and emotion regulation, yielding a significant model, F(4, 12,286) = 129.297, p < .001, R² = .040. The findings indicate that school climate significantly influences students’ emotion regulation. Specifically, a sense of belonging, experiences of bullying, and feelings of safety were found to be significant predictors, while school safety risk was not statistically significant. By exploring this underexamined link in the Indonesian context—particularly through the lens of PISA 2022—the study provides timely, evidence-based insights into how school environments can support adolescents’ emotional development. The results underscore the importance of fostering inclusive, safe, and supportive school climates to enhance students’ emotional well-being and self-regulatory skills. This research offers new theoretical and policy-relevant contributions to the literature on educational psychology and adolescent mental health.
Bridging Organizational Support and Teacher Self-Efficacy: The Mediating Role of Emotional Intelligence Muhibbin, Maulana Arif; Danan Satriyo Wibowo; Muhammad Sulton Al Gifari; Nanda Kafila Sari
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 1 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i1.7284

Abstract

Teacher self-efficacy reflects educators’ beliefs in their professional competence and plays a critical role in delivering high-quality education. This study investigates the effect of perceived organizational support (POS) on teacher self-efficacy (TSE), with emotional intelligence (EI) examined as a potential mediating variable. Using a quantitative approach, data were collected from 180 secondary school teachers in Jember, Indonesia. The researchers developed adapted instruments to measure POS, EI, and TSE, and employed mediation analysis using PROCESS in SPSS. The results show that perceived organizational support significantly predicts both emotional intelligence (β = 0.1607, p = .0002) and teacher self-efficacy (β = 0.0784, p = .0390). However, emotional intelligence does not significantly predict teacher self-efficacy (β = -0.0457, p = .4796), and the indirect effect of POS on TSE through EI is statistically insignificant. These findings indicate that while POS directly strengthens teacher self-efficacy, emotional intelligence does not mediate this relationship. The novelty of this research lies in its integrative exploration of how perceived organizational support and emotional intelligence interact to influence teacher self-efficacy within the Indonesian context—an area that remains underexplored. Unlike prior studies that examine these constructs in isolation, this study empirically tests a mediation model, offering new insights into the psychological and institutional mechanisms that shape teacher effectiveness. These results underscore the importance of fostering a supportive organizational climate to enhance teacher self-efficacy. The study provides practical implications for educational policymakers to prioritize institutional support systems that directly contribute to teacher development and performance.
Religiosity, Emotional Intelligence, and Self-Control: A Mediation Analysis in Islamic Higher Education Contexts Noer Hidayah
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.7768

Abstract

This study examines the relationship between religiosity and self-control, with emotional intelligence examined as a mediating mechanism. Although prior research has identified associations among these variables, most studies have relied on bivariate analyses and have not sufficiently explored the psychological processes underlying these relationships. A quantitative research design was employed, involving first-year undergraduate students from the Faculty of Tarbiyah at IAIN Kediri. The population consisted of students enrolled in the 2024/2025 academic year, from which 272 participants were selected using simple random sampling. Data were collected using validated self-report questionnaires measuring religiosity, emotional intelligence, and self-control. Path analysis was applied to test both direct and indirect relationships among the variables using SPSS. The findings indicate that religiosity had a strong direct effect on emotional intelligence (β = 0.829) and a modest but statistically significant direct effect on self-control (β = 0.191). Emotional intelligence, in turn, emerged as a strong predictor of self-control (β = 0.639) and significantly mediated the relationship between religiosity and self-control, with an indirect effect of 0.5297. The indirect pathway through emotional intelligence exceeded the magnitude of the direct effect, underscoring the central role of emotional competencies in translating religious commitment into self-regulatory behavior. These results suggest that religiosity contributes to self-control primarily through its influence on emotional intelligence, highlighting emotional intelligence as a key psychological mechanism within Islamic educational contexts. The findings extend existing research by integrating religiosity, emotional intelligence, and self-control within a single mediation model and offer practical implications for character and student development in Islamic higher education. Educational initiatives that simultaneously strengthen religious values and emotional competencies may enhance students’ capacity for adaptive self-regulation and disciplined behavior.
Uncovering Psychological Determinants and Coping Strategies in English Language Anxiety Among High School Students Ameliana; Khoirul Huda; Buyun Khulel
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8009

Abstract

English language proficiency is increasingly vital in today’s globalized world; however, many high school students experience English Learning Anxiety (ELA), which hinders their academic performance and language development. This study aims to explore the psychological determinants of English learning anxiety and to examine how students actively cope with anxiety in authentic classroom contexts. This research employed a qualitative descriptive design with thematic analysis, utilizing semi-structured interviews and classroom observations involving ten high school students from grades 10 and 11 at SMA Ahmad Yani 2 Baureno, Indonesia. The findings indicate that English learning anxiety is shaped by interrelated psychological determinants, including fear of negative evaluation, low self-confidence (self-efficacy), test anxiety, and learning motivation, rather than by isolated factors. Fear of negative evaluation and evaluative pressure emerged as particularly influential in constraining students’ classroom participation, while low self-confidence and test anxiety further intensified emotional distress. In response, students employed adaptive coping strategies, such as relaxation techniques, self-affirmation, peer support, and engagement in activity-based learning (e.g., storytelling, role-playing, and interactive tasks), to regulate anxiety during English learning. This study contributes novel, context-sensitive insights by foregrounding students’ lived experiences and coping processes, thereby extending existing ELA research beyond variable-centered explanations toward a dynamic, process-oriented understanding of anxiety regulation in secondary education contexts. The findings suggest that supportive classroom environments and interactive instructional practices play a crucial role in reducing students’ psychological burden. Accordingly, English language teachers are encouraged to integrate psychologically responsive and interactive teaching strategies to foster emotional safety and learner engagement, particularly within exam-oriented educational settings.
Coping Strategy: A Study on Professional Quality of Life (ProQOL) Among Special Education Teachers Rismawati, Rismawati; Hidayat, Novi; Estu, Bekti; Ardina, Khoirunnisa; Givency, Samuel
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8114

Abstract

Professional quality of life (ProQOL) is a critical indicator of psychological well-being among special education teachers, particularly given the emotional and instructional demands of teaching students with special needs. Coping strategies represent an important mechanism for managing occupational stress; however, empirical evidence examining how distinct coping strategies relate to multiple dimensions of ProQOL among special education teachers—especially in non-Western educational contexts—remains limited. To address this gap, this study aimed to examine the differential effects of problem-focused, emotion-focused, and avoidant coping strategies on compassion satisfaction, burnout, and secondary traumatic stress among Indonesian special education teachers. This study employed a quantitative, cross-sectional design with 147 teachers working in special schools in the Bekasi area. Coping strategies were assessed using the 28-item Brief COPE Inventory, while professional quality of life was measured using the 30-item Professional Quality of Life Scale (ProQOL-5). Confirmatory factor analysis was conducted to establish construct validity, and multivariate regression analysis using Mplus 7 was performed to test the proposed relationships. The results indicated that problem-focused and emotion-focused coping were positively associated with compassion satisfaction and negatively associated with burnout, whereas avoidant coping was positively associated with secondary traumatic stress. These findings demonstrate that coping strategies exert differentiated effects across ProQOL dimensions rather than uniform influences, highlighting the importance of adaptive coping in sustaining teachers’ professional well-being. By extending ProQOL research beyond healthcare professions and situating it within the context of special education in Indonesia, this study offers context-specific empirical evidence that may inform targeted interventions aimed at enhancing compassion satisfaction and reducing burnout and trauma-related stress among special education teachers.
Psychometric Properties of the GAD-7 for Assessing Anxiety Disorder Among Students and Populations in Developing Countries: A Systematic Review Haris Petriano; Retno Lestari; Heni Dwi Windarwati
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8191

Abstract

Generalized anxiety disorder (GAD) is one of the most common anxiety disorders and significantly impacts individual well-being. Early detection using a valid instrument, such as the GAD-7, is essential for effective intervention. However, evidence regarding the psychometric performance of the GAD-7 in developing countries remains fragmented, particularly across student and community populations, necessitating systematic synthesis. This study aimed to systematically review and synthesise evidence on the psychometric properties of the GAD-7, including its validity, reliability, cut-off values, and cultural adaptability, among students and general populations in developing-country contexts. A systematic review was conducted using three databases: PubMed, ScienceDirect, and SAGE Journals. The search employed the keywords “Anxiety Disorder,” “Developing Country,” “Generalized Anxiety Disorder-7,” “Mental Health,” “Psychometric,” and “Student,” using Boolean operators (AND, OR). Of the 3,255 records identified, 15 studies met the inclusion criteria after screening and eligibility assessment and were included in the final synthesis. The review demonstrates that the GAD-7 shows consistently strong construct validity, a stable unidimensional factor structure, and robust convergent validity across diverse cultural and educational settings, with positive correlations observed with related instruments such as the PHQ-9. With high internal consistency (Cronbach’s α = 0.85–0.93) and a commonly supported cut-off score of ≥10, the GAD-7 effectively identifies anxiety symptoms, although context-specific lower cut-off scores were reported in certain clinical and community populations. Overall, the findings indicate that the GAD-7 is a valid, reliable, and culturally adaptable screening instrument for anxiety assessment. By consolidating psychometric evidence across developing-country contexts, this review provides an integrated and up-to-date synthesis that supports the informed use of the GAD-7 in educational, clinical, and public mental health settings, particularly in low-resource environments.

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