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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 61 Documents
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Cognitive Development in the Digital Age: A Cross-Cultural Perspective Wijaya, Wijaya; Rahman, Rashid; Fariq, Aiman
Research Psychologie, Orientation et Conseil Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i3.2374

Abstract

The pervasive integration of digital technologies into adolescents’ lives has fundamentally altered their developmental environments. While the cognitive impact of this “digital age” is widely debated, research often overlooks how these effects are moderated by cultural context, which shapes how technology is adopted and utilized. This study aimed to conduct a cross-cultural comparison of the relationship between specific patterns of digital technology engagement and key cognitive functions, including attention, working memory, and problem-solving skills, among adolescents. A cross-sectional study was conducted with 400 adolescents (aged 14-16) from the United States (n=200) and South Korea (n=200). Participants completed standardized cognitive tests and a Digital Usage Questionnaire. Multiple regression analyses were used to examine the interaction between culture and technology use on cognitive performance. A significant interaction effect emerged. In the U.S. sample, higher social media use correlated with weaker sustained attention. In the South Korean sample, high engagement in collaborative online gaming was positively associated with enhanced problem-solving skills and working memory. The cognitive correlates of technology use differed significantly across cultures. The cognitive impact of the digital age is not universal but is profoundly shaped by cultural values that guide technology engagement.
The Impact of Growth Mindset Interventions on Student Achievement Krit, Pong; Pong, Ming; Rith, Vicheka; Suyitno, Suyitno
Research Psychologie, Orientation et Conseil Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i3.2375

Abstract

A student’s underlying beliefs about intelligence—whether it is a fixed trait or can be developed (a “mindset”)—is a powerful predictor of academic resilience and achievement. Fostering a growth mindset, the belief that intelligence is malleable, has been identified as a critical target for educational interventions aimed at improving student success. This study aimed to quantitatively evaluate the impact of a targeted, school-based growth mindset intervention on the academic achievement and perseverance of middle school students in a challenging subject. A quasi-experimental, pre-test/post-test study was conducted with 250 8th-grade students. The intervention group (n=125) participated in six workshops focused on neuroplasticity and growth mindset principles. The control group (n=125) received standard study skills training. Academic achievement was measured by mathematics grades and standardized test scores. The intervention group demonstrated a statistically significant improvement in their mathematics grades (p < .01) and reported higher levels of academic perseverance compared to the control group. The control group showed no significant change in either measure over the same period. Targeted, low-cost growth mindset interventions are an effective strategy for improving student academic achievement. Fostering the belief that intellectual abilities can be developed through effort is a powerful pedagogical tool for enhancing student success and resilience.
The Impact of Social Media on Social Comparison and Self-Esteem Utama, Atika Widya; Souza, Felipe; Costa, Bruna
Research Psychologie, Orientation et Conseil Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i3.2376

Abstract

The ubiquitous presence of social media platforms has created an environment where individuals are constantly exposed to curated, idealized self-presentations. This environment is thought to intensify the natural human tendency for social comparison, which has significant implications for psychological well-being, particularly self-esteem. This study aimed to investigate the relationship between the intensity of social media use, the tendency for social comparison, and levels of self-esteem among young adults. A cross-sectional survey was conducted with a sample of 350 university students (aged 18-24). Participants completed validated instruments, including the Social Media Intensity Scale, the Iowa-Netherlands Comparison Orientation Measure (INCOM), and the Rosenberg Self-Esteem Scale. Correlation and mediation analyses were performed to test the hypothesized relationships. A significant positive correlation was found between the intensity of social media use and social comparison orientation (r = .45, p < .001). In turn, social comparison orientation was significantly negatively correlated with self-esteem (r = -.52, p < .001). Mediation analysis confirmed that social comparison significantly mediated the relationship between social media intensity and lower self-esteem. Intensive engagement with social media is strongly associated with a greater tendency for social comparison, which in turn predicts lower self-esteem. These findings highlight social comparison as a key psychological mechanism through which social media use may negatively impact mental health.
The Impact of Prosocial Behavior on Well-being and Life Satisfaction Khan, Safiullah; Khan, Razia; Tan, Ethan; Uyun, Zahrotul
Research Psychologie, Orientation et Conseil Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i3.2377

Abstract

Prosocial behavior—voluntary actions intended to benefit others—is a cornerstone of functional societies. While its benefits for the recipient are clear, a growing body of research in positive psychology suggests that engaging in altruistic acts may also be a powerful and often overlooked pathway to enhancing the actor’s own psychological well-being and overall life satisfaction. This study aimed to empirically investigate the relationship between the frequency of engaging in prosocial behavior and self-reported levels of psychological well-being and life satisfaction in a diverse adult population, and to determine if this relationship holds after controlling for key demographic variables. A cross-sectional survey design was employed with a sample of 450 adults (aged 25-65). Participants completed a battery of validated instruments, including the Prosocialness Scale, the PERMA Well-being Profiler, and the Satisfaction with Life Scale (SWLS). A strong, positive correlation was found between prosocial behavior and both well-being (r = .51, p < .001) and life satisfaction (r = .48, p < .001). The regression analysis revealed that prosocial behavior remained a significant and unique predictor of both outcomes even after controlling for all demographic variables. It accounted for a substantial portion of the variance in both well-being and life satisfaction scores. Engaging in prosocial behavior is a robust and significant predictor of higher psychological well-being and greater life satisfaction. The findings suggest that altruistic actions are not merely a consequence of happiness but are an active ingredient in creating a fulfilling life.
Self-Control and Juvenile Delinquency in Jambi Boarding School Environment: A Correlational Study Lars, Tiara Putri; Nofrianda, Rion; Rahim, Beny
Research Psychologie, Orientation et Conseil Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2475

Abstract

Juvenile delinquency is a form of deviant behavior that is still often found in educational environments, including in boarding schools, which should play a role in character building and self-control of students. This study aims to examine the relationship between self-control and juvenile delinquency in students of SMA X Boarding School in Jambi. The study used a quantitative correlational approach involving 81 students in grades XI and XII who were selected using a purposive sampling technique. The instruments used consisted of a Self-Control Scale compiled based on Averill's theory (1973) and a Juvenile Delinquency Scale based on Jensen's theory (1985). Data analysis was performed using the Pearson Product Moment correlation technique through the SPSS version 25 program. The results showed a significant negative relationship between self-control and juvenile delinquency (r = ?0.520; p = 0.001) with an effective contribution of 27% (R² = 0.27). This finding indicates that the higher the students' self-control, the lower the tendency for juvenile delinquency. This study emphasizes the importance of strengthening self-control among adolescents through ongoing character development and counseling programs.
The Role of Executive Functions in Early Mathematics Achievement: A Cognitive Psychology Perspective Busnawir, Busnawir; Nizam, Zain; Huda, Nurul
Research Psychologie, Orientation et Conseil Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2524

Abstract

Early mathematics achievement is a critical predictor of long-term academic success, and understanding the cognitive mechanisms underlying mathematical learning is essential for educational psychology. Executive functions (EF) including working memory, inhibitory control, and cognitive flexibility play a pivotal role in supporting problem-solving, numerical reasoning, and the acquisition of mathematical concepts. This study aims to examine the contribution of executive functions to early mathematics achievement from a cognitive psychology perspective. A mixed-methods approach was employed, combining standardized EF assessments with mathematics performance tests in a sample of children aged 5–7 years. Data were analyzed using correlational and regression techniques to determine the predictive power of specific executive function components. Results indicate that working memory and inhibitory control are strongly associated with early numeracy skills, while cognitive flexibility contributes to adaptive problem-solving in novel mathematical tasks. Children with higher EF scores demonstrated significantly better performance in arithmetic, pattern recognition, and applied problem-solving. The study concludes that integrating EF training into early education curricula could provide a foundation for sustained mathematical competence and cognitive growth.
A Neurocognitive Approach to Early Reading Intervention for Elementary School Children with Dyslexia Purnama, Yulian; Krit, Pong; Kiat, Ton
Research Psychologie, Orientation et Conseil Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2525

Abstract

Early reading difficulties, particularly dyslexia, pose significant challenges for elementary school children, affecting academic achievement and long-term literacy development. Neurocognitive research suggests that deficits in phonological processing, working memory, and rapid automatized naming are core contributors to reading impairments. Understanding these underlying cognitive mechanisms is crucial for designing effective early reading interventions that target both skill acquisition and brain-based processing. This study aims to investigate the efficacy of a neurocognitive-based early reading intervention for children with dyslexia, focusing on improvements in reading fluency, decoding accuracy, and phonological awareness. A quasi-experimental design was employed with 60 elementary school participants diagnosed with dyslexia, divided into intervention and control groups. Standardized neurocognitive assessments and reading tests were administered pre- and post-intervention. Results indicated that children receiving the neurocognitive intervention demonstrated significant gains in decoding accuracy, reading fluency, and phonological awareness compared to the control group. The study concludes that interventions informed by neurocognitive principles can effectively enhance reading outcomes for children with dyslexia, providing both practical and theoretical insights into tailored literacy instruction.  
Psychological Capital in Educators: The Role of Hope, Efficacy, and Resilience in Preventing Teacher Burnout Miftahuddin, Miftahuddin; Alves, Livia; Rocha, Thiago
Research Psychologie, Orientation et Conseil Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2526

Abstract

Teacher burnout is a pervasive challenge in education, negatively affecting both educators’ well-being and student outcomes. Psychological capital, encompassing hope, self-efficacy, resilience, and optimism, has emerged as a critical protective factor against occupational stress. Understanding how specific components of psychological capital influence burnout can inform interventions aimed at promoting teacher well-being and sustaining instructional effectiveness. This study investigates the role of hope, self-efficacy, and resilience in preventing burnout among educators in primary and secondary schools. A quantitative research design was employed, involving 150 teachers selected through stratified random sampling. Participants completed standardized questionnaires measuring psychological capital dimensions and burnout levels. Statistical analyses, including correlation and multiple regression, were conducted to examine predictive relationships. Findings indicate that higher levels of hope, self-efficacy, and resilience are significantly associated with lower burnout scores. Among the components, self-efficacy exhibited the strongest protective effect, followed by resilience and hope. The study concludes that cultivating psychological capital is essential for mitigating teacher burnout, enhancing professional commitment, and promoting sustainable teaching practices.  
Sleep Quality and Its Impact on Academic Performance and Memory Consolidation in Elementary School Children Sekriptini, Ayu Yuliani; Ali, Zara; Amin, Rafiullah
Research Psychologie, Orientation et Conseil Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2568

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.  
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.  

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