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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 3 Documents
 1 
Search results for , issue "vol. 3 no. 4 (2026)" : 3 Documents clear
SOCIALIZATION AND IDENTITY FORMATION: A DEVELOPMENTAL PERSPECTIVE IN THE DIGITAL AGE Wijaya Wijaya; Zain Nizam; Nina Anis
Research Psychologie, Orientation et Conseil Vol. 3 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v3i4.4246

Abstract

In the digital age, socialization processes and identity formation have become increasingly intertwined with digital platforms and technologies. The digital environment presents new opportunities and challenges in the development of self-concept and social interactions, which have significant implications for various developmental stages. However, there is limited research exploring how digital spaces influence identity formation, especially from a developmental perspective. This study aims to investigate how digital socialization processes impact identity formation across different age groups and developmental stages, focusing on the interaction between online and offline environments. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with individuals from diverse age groups. The survey explored the frequency and nature of digital interactions, while the interviews provided in-depth insights into personal experiences with identity formation in digital spaces. The findings reveal that digital platforms significantly influence self-concept and identity development, with younger individuals more likely to engage in self-exploration through digital spaces. However, the impact varies across developmental stages, with older adults demonstrating more caution in identity expression online. Digital socialization plays a critical role in identity formation, particularly in adolescence and early adulthood. Future research should focus on how digital interactions shape identity development over time and across different cultural contexts.
THE EFFECTIVENESS OF ONLINE CLINICAL PSYCHOLOGICAL INTERVENTIONS FOR ANXIETY DISORDERS Moh Solehuddin; Nong Chai; Pong Krit
Research Psychologie, Orientation et Conseil Vol. 3 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v3i4.4280

Abstract

Anxiety disorders are among the most prevalent mental health conditions worldwide, significantly impacting individuals' quality of life. Traditional face-to-face therapeutic interventions have proven effective in treating anxiety, but the accessibility and convenience of online clinical psychological interventions are becoming increasingly relevant. With the rise of digital mental health platforms, it is essential to evaluate the effectiveness of these interventions in treating anxiety disorders. This study aims to assess the effectiveness of online clinical psychological interventions for anxiety disorders by comparing outcomes in terms of symptom reduction, treatment adherence, and overall patient satisfaction. A systematic review and meta-analysis were conducted, synthesizing data from 25 randomized controlled trials (RCTs) involving over 1,500 participants. The studies examined various online interventions, including internet-based Cognitive Behavioral Therapy (iCBT), virtual counseling, and digital self-help programs, with a focus on anxiety symptom severity pre- and post-treatment. The analysis showed a significant reduction in anxiety symptoms among participants receiving online interventions, with a moderate effect size (Cohen’s d = 0.55). Internet-based CBT demonstrated the highest efficacy, followed by virtual counseling and self-help programs. High treatment adherence and positive patient satisfaction were also reported. Online clinical psychological interventions, particularly internet-based CBT, are effective in reducing anxiety symptoms.
EDUCATIONAL INTERVENTIONS FOR LEARNING DISABILITIES: EFFICACY AND CHALLENGES Baharuddin Baharuddin; Lucas Lima; Livia Alves
Research Psychologie, Orientation et Conseil Vol. 3 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v3i4.4368

Abstract

Learning disabilities (LD) affect a significant portion of the student population worldwide, presenting challenges to academic achievement and personal development. While educational interventions have been developed to address these challenges, their efficacy varies across different contexts and student populations. Understanding which interventions are most effective and the challenges they present is essential for improving educational outcomes for students with learning disabilities. This study aims to evaluate the efficacy of various educational interventions for learning disabilities and to identify the challenges faced in implementing these strategies in diverse educational settings. The research seeks to offer insights into the best practices for supporting students with learning disabilities. A systematic review of quantitative and qualitative studies was conducted, focusing on interventions aimed at improving reading, writing, and mathematics skills in students with learning disabilities. Data from 50 peer-reviewed articles were analyzed to assess the effectiveness of these interventions in different educational environments. The findings indicate that personalized instruction, multi-sensory approaches, and assistive technology are the most effective interventions for improving academic outcomes. Educational interventions for learning disabilities are generally effective, though their success is contingent on overcoming several challenges. Future efforts should focus on improving accessibility, teacher support, and tailored interventions to enhance outcomes for students with learning disabilities.

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