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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 156 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.

Page 16 of 16 | Total Record : 156

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