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Socrates : Journal of Education, Philosophy and Psychology
Published by Inovan Publisher
ISSN : -     EISSN : 30645891     DOI : https://doi.org/10.63217/socrates.v1i2.108
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences
Socrates: Journal of Education, Philosophy and Psychology is a scholarly publication dedicated to advancing knowledge and research across the intersecting fields of education, philosophy, and psychology. This journal provides a platform for academics, researchers, and practitioners to explore and disseminate innovative ideas, theories, and empirical studies that address fundamental questions and contemporary issues within these disciplines. By fostering interdisciplinary dialogue, the journal aims to contribute to the development of holistic educational practices, philosophical inquiry, and psychological understanding, with a focus on enhancing educational outcomes and addressing societal challenges. Through a rigorous peer-review process, the Journal of Education, Philosophy, and Psychology ensures the publication of high-quality research that adheres to the highest academic standards. The journal supports research that offers both theoretical insights and practical applications, encouraging studies that bridge gaps between educational theory and practice, philosophical reflection, and psychological research. As such, it serves as a critical resource for those involved in shaping educational policies, philosophical thought, and psychological practice.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 64 Documents
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The Relationship Between Assetiveness and Self-Esteem Among Students Who Experience People Pleasing Behavior Ainu Lailla Syawa; Erik Saut H. Hutahaean; Ferdy Muzzamil
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 3 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i3.310

Abstract

Assertiveness is an individual’s ability to openly express thoughts, feelings, and needs while continuing to respect others. Meanwhile, self-esteem refers to an individual’s assessment of their own strengths and weaknesses. Based on this, this study aims to examine the relationship between assertiveness and self-esteem among college students who exhibit people-pleasing behavior. This study involved 174 student respondents aged 18–25 years residing in Bekasi City who exhibit people-pleasing behavior. The sampling technique used was purposive sampling, assertiveness was measured using a scale based on the dimensions proposed by Arrindell & Van De Ende, and self-esteem was measured using the State Self-Esteem Scale (SSES) by Heatherton & Poliv. The results of the study indicate a significant relationship between assertiveness and self-esteem, with a significance level of 0.001 (p < 0.05) and a correlation coefficient of -0.198. The negative direction of the relationship suggests that the higher the assertiveness among students exhibiting people-pleasing behavior, the lower their self-esteem. This study indicates that the assertiveness observed is not entirely based on strong self-confidence but is influenced by the need for social acceptance. The implications of this study suggest that the development of assertiveness in students must be accompanied by an increase in self-esteem, so that students are not only able to express themselves but also possess a positive self-assessment in social interactions.
The Relationship Between Emotional Dysregulation and Aggressive Tendencies in Late Adolescent Who Are Sensitive to Crticism and Feel Unappreciated Fani Oktaviani Agustin; Erik Saut H Hutahaean; Ferdy Muzzamil
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 3 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i3.311

Abstract

This study aims to examine the relationship between emotional dysregulation and aggressive tendencies among late adolescents in Bekasi City. A quantitative method with a correlational approach was used. The subjects of this study were late adolescents residing in Bekasi City. Data were collected using the Emotional Dysregulation Scale and the Aggressive Tendencies Scale. The results of the study indicate that there is a significant positive relationship between emotional dysregulation and aggressive tendencies, with a correlation coefficient of 0.555 and a significance level of 0.001 (p < 0.05). This suggests that the higher an individual’s level of emotional dysregulation, the higher their aggressive tendencies. The strength of the relationship falls into the moderate category, indicating that other factors also influence aggressive tendencies. Additionally, the majority of respondents fall into the moderate category for both emotional dysregulation and aggressive tendencies. Based on the research findings, it is recommended that individuals improve their emotional regulation skills and manage their emotions more adaptively to reduce aggressive tendencies. Further research is recommended to expand the scope of the study and use direct measures of aggressive behavior.
Psychology in Human Resource Management Suniyah Nur Fahmi; Hanna Aqeela Humayra; Mochamad Aqshal Saliim; Cindy Tiara Adinda; Arfian Arfian
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 2 (2025): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i2.369

Abstract

This review examines the role of psychology in human resource management (HRM) by emphasizing how principles from Industrial and Organizational Psychology (I/O Psychology) enhance the quality of employee management. Using a literature review approach, the discussion focuses on key HRM functions such as recruitment and selection, training and development, work motivation, performance appraisal, and employee well-being. The findings indicate that psychological approaches improve the objectivity of selection processes, the effectiveness of training transfer, intrinsic motivation, and fairness in performance evaluation systems. The integration of psychological principles also contributes to higher productivity, job satisfaction, and employee retention through the fulfillment of psychological needs, perceived organizational support, and a healthy work environment. These insights highlight that applying psychological principles within HRM is a strategic element for building organizations that are adaptive, sustainable, and oriented toward human well-being.
The Relationship Between Self-Esteem and Self-Identity in Early Adulthood with the Bandwagon Effect in the Use of Luxury Fashion Arisanti Salsabila Putri; Erik Saut H.Hutahaean; Ferdy Muzzamil
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 4 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i4.314

Abstract

This study aimed to determine the relationship between self-esteem and self-identity in early adulthood within the context of the bandwagon effect in the use of luxury fashion. The phenomenon of luxury fashion consumption among early adults has increased alongside the influence of social media, social trends, and the need for social recognition. This research employed a quantitative approach with a correlational method. The participants consisted of 120 early adults in Bekasi City who actively use social media and wear luxury fashion products, selected through purposive sampling. The research instruments used were the Ego Identity Process Questionnaire (EIPQ) to measure self-identity and the Rosenberg Self-Esteem Scale (RSES) to measure self-esteem. Data analysis was conducted using Kendall’s Tau B correlation analysis because the data were not normally distributed. The results showed a significant positive relationship between self-esteem and self-identity, with a correlation coefficient value τb = 0,692 and a significance value of p < 0.001. This indicates that higher self-esteem is associated with higher self-identity. Conversely, lower self-esteem tends to be related to a less stable self-identity and greater susceptibility to social trends in the use of luxury fashion.
The Effect of Emotional Exhaustion on Psychological Well-Being Among Employess with High Pressure Hanifa Putri Wardhani; Erik Saut H Hutahaean; Ferdy Muzzamil
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 4 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i4.320

Abstract

Emotional exhaustion is one of the most common psychological problems experienced by employees due to high job demands. This condition has the potential to reduce psychological well-being, which is essential for individuals to perform their work functions effectively. This study aimed to examine the effect of emotional exhaustion on psychological well-being among employees experiencing high levels of work pressure. A quantitative approach was employed involving 152 employees selected through purposive sampling. The research instruments consisted of the Emotional Exhaustion Scale and the Psychological Well-Being Scale. Data were analyzed using Spearman’s rho correlation and the Generalized Linear Model (Ordinal Logistic Regression). The results revealed a significant negative relationship between emotional exhaustion and psychological well-being (ρ = -0.630; p < 0.001). Furthermore, regression analysis indicated that emotional exhaustion significantly affected psychological well-being, contributing 39.7% of the variance. The findings suggest that higher levels of emotional exhaustion are associated with lower levels of psychological well-being among employees. These results highlight the importance of managing emotional exhaustion as an effort to enhance employees’ psychological well-being in high-pressure work environments.
The Relationship Between Academic Self-Efficacy and Learning Motivation Among Junior High School Students Mahdav Viqiyan Sirlani; Hema Dayita; Andreas Corsini Widya Nugraha
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 4 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i4.325

Abstract

This research is prompted by the phenomenon of low learning motivation and low academic self-efficacy among students in facing academic demands, as well as deviant behaviors in school. This study aims to determine the relationship between academic self-efficacy and learning motivation among junior high school students. The method used in this research is a correlational quantitative approach. The research sample consisted of 59 active students at SMP Bhineka Tunggal Ika, obtained using the total sampling technique. The instruments used were the Academic Self-Efficacy Scale (ASES) and the Academic Motivation Scale (AMS). The results indicated that the majority of students possessed high levels of academic self-efficacy (71.19%) and learning motivation (74.58%). Hypothesis testing confirms a significant positive linear relationship between academic self-efficacy and learning motivation in junior high school students. In conclusion, there is a highly significant positive relationship between academic self-efficacy and learning motivation among junior high school students, proving that these two psychological dynamics are closely intertwined rather than independent.
Growing up Without a Father: Social Support in Emerging Adulthood Experiencing Fatherlessness Siti Faedattusyahadah; Sarita Candra Merida; Tugimin Supriyadi
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 4 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i4.326

Abstract

This study was motivated by the importance of social support for individuals in emerging adulthood who have lost a father figure due to their parents’ divorce. The study aims to describe social support among individuals in emerging adulthood who have lost a father figure due to their parents’ divorce. This study employed a descriptive quantitative approach, involving 100 respondents aged 18–29 years who were selected using purposive sampling. Data collection was conducted using a social support scale comprising emotional support, instrumental support, informational support and appreciative support. The data were analyzed using categorization techniques. The results indicate that the majority of respondents had high levels of social support. Informational support was the most frequently received form of social support among respondents, followed by emotional support, appreciative support, and instrumental support. The results indicate that individuals in emerging adulthood who have lost their fathers due to their parents’ divorce continue to receive various forms of support from their social environment. Social support serves as an important resource in helping individuals cope with the various developmental challenges of emerging adulthood.
Examining the Relationship Between Fear of Failure and Career Indecision Among Final-Year University Students in Bekasi City Muhammad Farid Alifianto; Yuarini Wahyu Pertiwi; Wahyu Aulizalsini Alurmei
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 4 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i4.342

Abstract

Career anxiety constitutes one of the most prevalent psychological challenges encountered by final-year undergraduate students as they navigate the critical transition from higher education to the labor market. This condition has the potential to impair the process of career decision-making, particularly among individuals characterized by elevated levels of fear of failure. The present study aimed to investigate the relationship between fear of failure and career indecision among final-year undergraduate students in Bekasi City. A quantitative approach with a correlational design was employed. Participants were recruited through purposive sampling, yielding a final sample of 100 students who met the predetermined inclusion criteria. Data were collected using an adapted version of the Performance Failure Appraisal Inventory (PFAI; Conroy, 2001) to assess fear of failure, and an adapted version of the Career Decision Difficulties Questionnaire (CDDQ; Gati et al., 1996) to measure career indecision. Data were analyzed using Pearson Product-Moment correlation. Results revealed a significant positive relationship between fear of failure and career indecision (r = .494; p < .001). The majority of participants exhibited high levels of fear of failure and moderate levels of career indecision. These findings indicate that higher fear of failure is associated with greater difficulty in making career decisions. The study contributes to the literature on career psychology and offers an empirical basis for developing targeted psychological interventions to support students in their career decision-making process.
The Relationship Between Emotion Regulation and Academic Procrastination Among Students at SMPN X Bekasi City Tri Mutia Chusnul Khotimah; Nurwahyuni Nasir; Hema Dayita
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 4 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i4.365

Abstract

Academic procrastination is a tendency to delay completing academic tasks that is commonly found among junior high school students and may negatively affect academic performance. One psychological factor that is associated with academic procrastination is emotion regulation. This study aimed to examine the relationship between emotion regulation and academic procrastination among students at SMPN 40 Kota Bekasi. This study employed a quantitative approach with a correlational design. The participants consisted of 301 seventh- and eighth-grade students selected using convenience sampling. Data were collected using an emotion regulation scale and an academic procrastination scale. Data were analyzed using the Spearman Rank correlation test. The results revealed a significant negative relationship between emotion regulation and academic procrastination (r = -0.135; p = 0.019). These findings indicate that students with better emotion regulation tend to exhibit lower levels of academic procrastination. However, the correlation was relatively weak, suggesting that academic procrastination is also influenced by other psychological and environmental factors beyond emotion regulation. This study concludes that emotion regulation is significantly associated with academic procrastination among junior high school students at SMPN 40 Kota Bekasi.
Academic Procrastination Among Working Undergraduate Students: A Descriptive Study at Universitas X Shafia Salsabila; Sandra Adetya; Mic Finanto Ario Bangun
Socrates: Journal of Education, Philosophy and Psychology Vol. 2 No. 4 (2026): Socrates: Journal of Education, Philosophy and Psychology
Publisher : Inovan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63217/socrates.v2i4.366

Abstract

Academic procrastination has become one of the most common academic problems experienced by university students, particularly those who simultaneously pursue higher education and employment. Balancing academic responsibilities with occupational demands may create challenges that increase the tendency to delay academic tasks. This study aimed to describe the level of academic procrastination among working undergraduate students at Universitas X. This study employed a quantitative descriptive research design involving 167 working undergraduate students selected using proportional stratified random sampling. Data were collected using the Indonesian version of the Multidimensional Academic Procrastination Scale (MAPS-15), which demonstrated acceptable validity and reliability before the main data collection. Descriptive statistical analysis was conducted using JASP version 0.19.7.1 to calculate the mean, standard deviation, frequencies, percentages, and category distribution of academic procrastination. The findings revealed that 53.9% of respondents were categorized as having a high level of academic procrastination, 34.1% were categorized as having a low level, and 12.0% were categorized as having a moderate level. These findings indicate that academic procrastination remains prevalent among working undergraduate students at Universitas X. The study provides a descriptive overview of academic procrastination among working students and contributes empirical evidence that may assist higher education institutions in understanding the academic characteristics of students who undertake dual roles as learners and employees.

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