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INDONESIA
Journal of Education Psychology and Social Development
Published by PT. Global Research Collaboration
ISSN : -     EISSN : 3110648X     DOI : -
Core Subject : Humanities, Education,
Humanities Education Other
Educational Psychology — theories and applications of psychology in education that influence teaching and learning processes. Social Development in Education — the influence of school-based social dynamics on individual development in society. Student Psychological Well-Being Management — the impact of mental well-being on academic performance and social relationships. Child and Adolescent Developmental Psychology — psychological development of children and adolescents in educational settings. Character Education and Social Ethics — character formation through education supporting students’ moral and social development. Learning Innovation and Psychology — psychological impacts of innovative pedagogies and technology-enhanced learning on learners’ development. Stress and Mental Health in Education — effects of stress, anxiety, and related factors on learning outcomes and mental health. Inclusive Education — educational management for learners with special needs and inclusivity practices in education. Technology in Educational Psychology — the use of digital technologies to support learning processes and student well-being. Research Methodology in Educational Psychology — methodological approaches, measurement, and psychological evaluation in educational research.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 12 Documents
 1   2 
The Relationship Between Stress Levels And Smoking Intensity Among College Students Cindi Kezia Simbolon
Journal of Education Psychology and Social Development Vol 1, No 1 (2025): June 2025
Publisher : PT. Global Research Collaboration

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Abstract

Smoking relationship between stress levels and smoking intensity among students at State University of Medan. A quantitative cross-sectional survey was conducted involving 32 student smokers selected using stratified random sampling. Stress was measured using the Perceived Stress Scale (PSS), while smoking intensity was assessed through a structured questionnaire capturing frequency and related dependency patterns. Data were analyzed using descriptive statistics and Pearson Product–Moment correlation. Results showed a weak positive correlation between stress and smoking intensity (r = 0.271), indicating that higher stress tended to be followed by higher smoking intensity. However, the association was not statistically significant (p = 0.133), suggesting that stress alone does not among university students remains a public health concern and is frequently associated with academic and psychological demands. In Indonesia, where tobacco consumption is high, students may adopt smoking as a coping response to stress, yet empirical evidence on how stress relates to smoking intensity is still mixed. This study examined the adequately explain variations in smoking intensity in this sample. This finding implies that smoking intensity among students is likely shaped by multifactor influences, including peer exposure, social norms, self-efficacy, and contextual environmental factors, which may attenuate or override the direct role of stress. Therefore, campus-based interventions should integrate stress management with broader strategies targeting social and environmental determinants of smoking behavior. Further studies with larger samples and models testing mediating and moderating mechanisms are recommended.
The Relationship between Final-Year Students’ Problems and the Thesis Putri Novita Sari Hutagalung
Journal of Education Psychology and Social Development Vol 1, No 2 (2025): Desember 2025
Publisher : PT. Global Research Collaboration

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Abstract

Final-year university students often face academic and non-academic challenges—such as poor time management, ineffective supervision, psychological pressure, and limited methodological competence—that may delay thesis completion. This study aimed to examine the relationship and predictive contribution of final-year students’ problems to the thesis writing process. A quantitative correlational design was employed. The sample consisted of 40 final-year students selected through purposive sampling, with inclusion criteria of being actively supervised and having completed at least Chapter 1. Data were collected using a structured questionnaire and analyzed with IBM SPSS version 25 through the Kolmogorov–Smirnov normality test, Pearson correlation, and simple linear regression. The results indicated that the data were normally distributed (Sig = 0.200). Pearson correlation revealed a significant positive association between student problems and the thesis writing process (r = 0.458, p = 0.003), suggesting that higher levels of problems are linked to greater hindrance in thesis progress. Regression analysis further showed that student problems accounted for 21.0% of the variance in the thesis writing process (R² = 0.210). These findings confirm that final-year students’ problems are significantly related to and meaningfully predict barriers in thesis writing, highlighting the importance of strengthening time-management support, improving supervision quality, expanding methodological training, and providing psychological assistance to promote timely and effective thesis completion.

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