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Research Psychologie, Orientation et Conseil
Published by Yayasan Adra Karima Hubbi
ISSN : 30480078     EISSN : 30481937     DOI : 10.70177/rpoc
Core Subject : Education,
Education Other
Research Psychologie, Orientation et Conseil is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, replications, and intervention articles - all pertaining to the field of Psychology and Guidance Counseling. All publications provide breadth of coverage appropriate to a wide readership in Psychology, Guidance Counseling and sufficient depth to inform specialists in that area. We feel that the rapidly growing Research Psychologie, Orientation et Conseil community is looking for a journal with this profile, and one that together we can achieve. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 5 (2025)" : 5 Documents clear
The Impact of Inclusive Education Settings on the Social Development of Children With and Without Disabilities Jiu, Cau Kim; Lee, Ava; Tan, Ethan
Research Psychologie, Orientation et Conseil Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2569

Abstract

Sleep plays a fundamental role in the cognitive and emotional development of children, yet sleep deprivation has become increasingly common among elementary school students due to lifestyle and environmental factors. Poor sleep quality has been linked to diminished academic performance, reduced attention span, and impaired memory consolidation, all of which are essential for effective learning. This study aims to investigate the relationship between sleep quality, academic achievement, and memory consolidation processes in elementary school children. A quantitative correlational design was employed involving 280 students aged 9–12 years from three urban elementary schools. Data were collected using the Pittsburgh Sleep Quality Index (PSQI) and a standardized memory recall test, alongside academic records. Statistical analyses were performed using Pearson correlation and multiple regression to determine predictive relationships among variables. Findings indicated a significant positive correlation between sleep quality and both academic performance (r = 0.63, p < 0.001) and memory retention (r = 0.59, p < 0.001). Children with consistent sleep schedules and adequate rest demonstrated superior cognitive function, particularly in long-term memory tasks and problem-solving abilities. The study concludes that sufficient and high-quality sleep is a critical determinant of learning efficiency and academic success. Interventions promoting healthy sleep habits should be integrated into school health programs to support cognitive and educational outcomes.  
Beyond Symptom Reduction: The Role of Mindfulness-Based Lifestyle Interventions in Cultivating Flourishing and Psychological Capital in Urban Populations Santos, Luis; Reyes, Maria Clara; Khan, Ali
Research Psychologie, Orientation et Conseil Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i5.2297

Abstract

Urban populations often face high levels of stress, anxiety, and burnout, which can negatively affect their overall well-being. While mindfulness-based interventions (MBIs) have been widely studied for their effectiveness in reducing symptoms of mental health disorders, less attention has been paid to their potential in fostering positive psychological outcomes such as flourishing and psychological capital. Flourishing, characterized by life satisfaction, meaning, and engagement, alongside psychological capital, which includes hope, resilience, self-efficacy, and optimism, are essential for long-term well-being and adaptive functioning. This study aims to explore the role of mindfulness-based lifestyle interventions (MBLIs) in cultivating flourishing and psychological capital among urban populations, beyond the reduction of negative symptoms. The research utilized a mixed-methods design, involving pre- and post-assessments using the Flourishing Scale, Psychological Capital Questionnaire, and qualitative interviews. A sample of 100 urban residents participated in an 8-week MBLIs program. Results indicated significant improvements in flourishing (mean increase of 1.2 points) and psychological capital (mean increase of 1.2 points). Participants reported higher levels of self-efficacy, optimism, and emotional resilience. In conclusion, mindfulness-based interventions can serve as a valuable tool in enhancing psychological resilience and well-being, particularly in urban populations, supporting long-term mental health and flourishing.
The Psychological Needs of Gifted Children: Addressing Asynchronous Development and Social-Emotional Challenges Rahman, Imam Aulia; Chai, Napat; Som, Rit
Research Psychologie, Orientation et Conseil Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i5.2660

Abstract

Gifted children often exhibit asynchronous development, where cognitive, emotional, and social growth occur at uneven rates, creating complex psychological needs that are frequently misunderstood in educational and familial contexts. This developmental asynchrony may result in social-emotional vulnerabilities such as heightened sensitivity, perfectionism, and difficulties in peer relationships. The study aims to explore the psychological needs of gifted children with a focus on addressing the impact of asynchronous development on their social-emotional well-being. A qualitative research design employing phenomenological analysis was utilized to examine the lived experiences of 25 gifted students aged 8–14, selected from specialized education programs. Data were collected through in-depth interviews, behavioral observations, and teacher reflections, followed by thematic coding. The results revealed three major themes: (1) emotional intensity as both a strength and source of distress, (2) social incongruence and peer isolation resulting from developmental disparities, and (3) the need for adaptive counseling and differentiated emotional support. The study concludes that educational and psychological interventions must be tailored to the unique developmental trajectories of gifted children, emphasizing emotional regulation, self-concept development, and social integration. Understanding asynchronous growth is essential for fostering balanced psychological and academic development among gifted learners.
The Role of Empathy in Reducing Prejudice: A Cross-Cultural Study in Diverse Elementary School Settings Budiawan, Budiawan; Rith, Vicheka; Dara, Chenda
Research Psychologie, Orientation et Conseil Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i5.2711

Abstract

Prejudice is a pervasive issue in diverse societies, and addressing it at an early age can help reduce its long-term impact. This study explores the role of empathy in reducing prejudice among elementary school students in diverse cultural settings. The research aims to examine whether empathy training can effectively decrease prejudicial attitudes in students from different cultural backgrounds and whether such interventions are equally impactful across various cultural contexts. A mixed-methods design was employed, combining pre- and post-intervention surveys with in-depth interviews in a sample of 300 students from three culturally diverse elementary schools. The quantitative data, analyzed using paired t-tests and ANOVA, revealed a significant reduction in prejudicial attitudes among students who participated in empathy-building activities. The qualitative findings, derived from interviews with teachers and students, supported these results, suggesting that empathy training fostered greater understanding and respect for diversity. The study concludes that empathy plays a crucial role in reducing prejudice in young children and that culturally tailored empathy interventions are effective in diverse elementary school environments. This research emphasizes the importance of early interventions in promoting inclusivity and tolerance, offering practical insights for educators and policymakers in multicultural education.
Developing Social-Emotional Learning (SEL) Competencies Through Cooperative Learning Strategies in the Classroom Nurhayati, Nurhayati; Fariq, Aiman; Amir, Syafiq
Research Psychologie, Orientation et Conseil Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i5.2889

Abstract

Social-Emotional Learning (SEL) has gained increasing attention as a critical component of holistic education that supports students’ academic success, well-being, and interpersonal competence. This study aims to examine the effectiveness of cooperative learning strategies in developing students’ SEL competencies within classroom settings. A quasi-experimental mixed-methods design was employed involving an experimental group exposed to structured cooperative learning activities and a control group receiving conventional instruction. Quantitative data were collected using standardized SEL questionnaires measuring self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, while qualitative data were obtained through classroom observations and reflective student responses. The findings reveal significant improvements in overall SEL competencies among students participating in cooperative learning, with the strongest gains observed in relationship skills and social awareness, followed by self-management and responsible decision-making. Observational data corroborate these results by demonstrating enhanced peer interaction, emotional regulation, and a more supportive classroom climate. The study concludes that cooperative learning provides authentic social contexts that enable students to practice and internalize SEL competencies through structured interaction and shared responsibility. The novelty of this research lies in its integrative perspective that positions cooperative learning not only as an academic instructional strategy but as a deliberate and sustainable approach to SEL development embedded in everyday classroom practice.

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