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Educational Psychology Journal
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 29875242     DOI : https://doi.org/10.15294/epj
Core Subject : Education,
Other
From 2023 onwards, this issue will be published biannually with all articles published exclusively in English. Submissions are open all year round. However, before submitting an article, please ensure that it fits the focus and scope of EPJ, is written in English, and follows our author guidelines. Please note that only research articles are accepted. The scope of the article includes the latest educational psychology issues, technology in assessment and intervention in the context of education or school, educational or school psychology assessment and intervention, development of measurement tools in the field of educational psychology, and related topics.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 4 Documents
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Search results for , issue "Vol. 14 No. 2 (2025): December 2025" : 4 Documents clear
Play and Graded Exposure Psychotherapies on School Refusal Behaviour amongLower Basic Pupils in Public Schools in Ogun State, Nigeria Ajani, Abiola Oluwayemisi; Ogundokun, Moses Oluwafemi
Educational Psychology Journal Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i2.33223

Abstract

This study examined the effects of Play Therapy (PT) and Graded Exposure Therapy (GET) on School Refusal Behaviour (SRB) among Lower Basic Pupils (LBP) in public schools in Ogun State, Nigeria. The moderating effects of gender and Academic Self-efficacy (ASE) was also examined. A pretest-posttest, control group quasi-experimental design with a 3x2x3 factorial matrix was adopted. The multistage sampling procedure was used. Three Local Government Areas were randomly selected. Three schools (one per Local Government Area) were randomly selected and assigned to treatment and control groups. The pupils were screened with the School Avoidance Scale (α=.76) and School Attendance Register. 45 pupils who scored above 30.0% were assigned to PP (16), GET (15) and Control (14) groups. The instruments used were School Refusal Assessment (α=.75) and ASE (α=.87) scales. The intervention lasted eight weeks. Analysis of Covariance and Bonferroni post hoc test were used to analyse data at 0.05 level of significance. There was a significant main effect of treatment on SRB among the pupils (F(2; 28)=91.10; partial ῆ2=0.87). The participants in control group had the highest post mean score (80.56), followed by GET (39.65) and PT (36.15). This implies that the PT reduced SRB most among LBP followed by GET. There were no significant interaction main effects of treatments and gender, treatments as well as gender and ASE on SRB. The three-way interaction effect was also not significant. PT and GET were effective in reducing SRB among LBP in Ogun State, Nigeria, irrespective of their gender and academic self-efficacy. Counselling and educational psychologists should make use of this intervention when dealing with such pupils.
Psychohistory and Psychopoetics Freudian Roots and Ancient Greek Symbolism Kuznetsov, Michael
Educational Psychology Journal Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i2.34082

Abstract

What if the grand tapestry of history, traditionally woven by kings and treaties, is instead driven by the subterranean currents of unconscious desires and childhood traumas? This article probes these hidden forces through the interdisciplinary frameworks of psychohistory and psychopoetics, offering a provocative reimagining of human agency and cultural evolution. The inquiry commences with a rigorous psychoanalytic examination of Sigmund Freud and Ludwig Jekels’ 1914 study, Der Wendepunkt im Leben Napoleons I, which dissects Napoleon Bonaparte’s meteoric rise through the lens of early familial dynamics and paraphilic tendencies—ranging from voyeurism to sadomasochism—rooted in his idolization of Pasquale Paoli. This seminal work prefigured psychohistory, formalized by Erik Erikson in 1958, as a method to unravel history as the enactment of repressed psychic conflicts and collective fantasies, challenging conventional historiography. The exploration deepens with an incisive analysis of Greek mythology’s primordial narratives, where the androgynous Aether begets Uranus and Gaia, initiating a cosmic drama of castration and rebellion. This foundational mythos crystallizes the Oedipus and Electra complexes, establishing archetypal psychic structures that underpin Western identity and patriarchal ascendancy. Turning to psychopoetics, this study decodes the symbolic lexicon of ancient Greek culture, interrogating how color gradations—blue for divine allegiance, red for martial fervor, green for sensual rebirth—embody unconscious fears and aspirations. Study propose an innovative expansion of psychopoetics, integrating color semiotics with genetic, economic, and linguistic determinants, to illuminate the phylogenetic imprint of civilizations. This approach not only redefines cultural analysis but also underscores the irreversible trajectory of history, shaped by the magnetic influence of visionary leaders and the enduring hypnosis of mass psychology.
The Impact of Intrinsic Motivation as Predictors of Academic Achievement: The Mediating Role of Deep Learning and Surface Learning in Learning Mathematics Phan, Bora
Educational Psychology Journal Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i2.34789

Abstract

This study examines the relationship between academic inspiration in mathematics and internal motivation, the chis of extrinsic incentives, subjective task value with a specific focus on the moderate roles played by deep learning and shallow is tape. A cross-sectional research design and validated questionnaires were used to collect data from high school students at the various and total number of educational institutions in one metropolitan area included 571 high school students. Non-urban (32.0​% male and 43.8% female, Urban, 8.9% male and 15.2% female, mean age = 17.20, SD = 0.294, Cronbach's α = 0.720) from Kampong Cham Province, Cambodia. What the findings of this study make clear is that intrinsic motivation quite significantly predicts academic achievement; compared with servant motivation, it even has a big edge. Surface learning tactics negatively affected academic success, while deep learning strategies promoted it. It also found out that subjective task value increased the predictive validity of intrinsic motivation for success. Such findings demonstrate just how complex the relationships are between a great many motivating factors and learning processes, all aspects of which teachers need to nurture in order for their students 'success in math to succeed.
Adaptation of the Teacher Self-Efficacy Scale to Azerbaijani: Investigating its Relationship with Work Engagement, Anxiety, and Job Satisfaction Zalova Nuriyeva, Ulkar; Aliyev, Bakhtiyar; Rustamov, Elnur; Mammadova, Rahila; Naghiyeva, Aysel; Dadashzada, Fatima
Educational Psychology Journal Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i2.36889

Abstract

Teacher self-efficacy is a central construct influencing instructional practices, classroom management, and student outcomes. Despite its importance, no validated instrument exists in Azerbaijan to assess teachers’ self-efficacy. This study aimed to adapt the Teacher Sense of Efficacy Scale (TSES) into Azerbaijani and examine its psychometric properties. Data were collected from 293 Azerbaijani teachers via an online survey. Confirmatory factor analysis (CFA) supported the original three-factor structure, with acceptable fit indices (χ²/df = 3.283, CFI = .939, TLI = .922, RMSEA = .088). Reliability was evaluated through multiple indices, demonstrating high internal consistency (Cronbach’s α = .925), strong item homogeneity (McDonald’s ω = .926), and robust test-score reliability (Guttman’s λ6 = .930). Item Response Theory (IRT) analyses indicated strong discrimination parameters for all items (α = 1.78–2.91), confirming the scale’s capacity to differentiate teachers with varying efficacy levels. Concurrent validity was supported through positive correlations with work engagement and job satisfaction, and negative correlations with anxiety. Overall, the findings suggest that the Azerbaijani TSES is a psychometrically sound instrument, suitable for research, professional development, and policy applications. This adaptation provides a valuable tool for assessing teacher self-efficacy in Azerbaijani educational contexts, contributing to cross-cultural research and enhancing evidence-based strategies to improve teacher effectiveness and well-being

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