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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 23 Documents
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Mental Well-Being and Its Relationship to Learning Engagement and Academic Achievement of Secondary School Students in Sri Lanka Olokku Patabendige Dileepa Thathsara; Veena Shenoy
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.898

Abstract

Mental well-being is widely recognized as an important factor influencing learning engagement and academic achievement, particularly among secondary school students who experience increasing academic, emotional, and social pressures. However, empirical evidence from the Sri Lankan secondary school context remains limited. This study investigated the relationship between mental well-being, learning engagement, and academic achievement among secondary school students in Sri Lanka. A convergent parallel mixed-methods design was employed to obtain a comprehensive understanding of the research problem. The sample consisted of 60 students from Grades 9 and 10 selected through simple random sampling from a single secondary school. Quantitative data were collected using a structured questionnaire based on established psychological well-being frameworks. Mental well-being was measured using a standardized scale with acceptable reliability (Cronbach’s alpha = 0.84). Learning engagement was operationalized through indicators of attention, motivation, and classroom participation, while academic achievement was measured using students’ term test scores. In addition, qualitative data were collected through semi-structured interviews with 12 purposive selected students and classroom observations, and analyzed using thematic analysis. Quantitative data were analyzed using descriptive statistics and Pearson correlation analysis. The findings indicated a moderate positive relationship between mental well-being and academic achievement (r = 0.52, p < 0.01), as well as between mental well-being and learning engagement (r = 0.57, p < 0.01). Qualitative findings supported these results, indicating that students with higher mental well-being demonstrated greater concentration, intrinsic motivation, and active classroom participation, while students experiencing higher stress showed reduced engagement. In conclusion, the study highlights that mental well-being is significantly associated with both learning engagement and academic achievement, emphasizing the need for school-based interventions to support students’ psychological well-being.
Self-Authorship, Stereotype Threat, and Gendered Belonging in Professional Education: A Critical Feminist Theory Analysis of Legally Blonde Bingyu Zhu; Evan W. Faidley; Tiffany Turner; Austin Aschbrenner
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.900

Abstract

This conceptual, interpretive essay offers a critical reading of Legally Blonde (Luketic, 2001), which is widely regarded as a light-hearted satirical comedy. The film offers rich content for examining how women negotiate identity, legitimacy, and belonging in elite professional education settings. This essay views the film through the lens of critical feminist theory (FemCrit), using it to integrate two complementary frameworks: Baxter Magolda’s (2001) self-authorship theory and Steele and Aronson’s (1995) stereotype threat. By analyzing the parallel developmental arcs of Elle Woods and Vivian Kensington, we argue that seriousness functions in the film as a regulatory ideal coded as white, masculine, and class-privileged—an ideal whose enforcement extends beyond fiction into the documented climate of contemporary U.S. law schools, where women face diminished classroom participation, gendered racial microaggressions, and erosion of epistemic self-trust. This analysis makes three contributions. First, Elle and Vivian theorize self-authorship as a relational, contested negotiation rather than the private discovery of an autonomous voice. Second, reframing stereotype threat through feminist epistemology positions it as a form of epistemic injustice that erodes marginalized knowers’ confidence in their knowledge. Third, FemCrit serves as a critical lens through which both developmental frameworks are interrogated, attending to the intersectional structural and discursive conditions—particularly race and gender—that shape women’s meaning-making. We derive concrete recommendations for theory, practice, and policy in legal and other graduate professional education contexts.
Dormitory Fires in Kenyan Boarding Schools (2000–2026): A Scoping Review of Arson, Student Grievance, Institutional Preparedness, and Prevention Jeketule Soko
Journal of Education Psychology and Social Development Vol 2, No 1 (2026): June 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i1.981

Abstract

Dormitory fires in Kenyan boarding schools remain a recurring school-safety crisis with serious educational, psychosocial, legal, and policy consequences. While public debate often frames these incidents as indiscipline, accidents, or infrastructural failure, Kenya-specific scholarship suggests a more complex interpretation: school arson may also function as student protest within boarding institutions marked by unequal power relations and weak channels for trusted student voice. This scoping review maps evidence on dormitory fires in Kenyan primary, junior, and secondary boarding schools from January 2000 to June 2026. Guided by PRISMA-ScR and the Joanna Briggs Institute approach, it applies a Population-Concept-Context framework and draws on 43 cited sources, including peer-reviewed literature, books, methodological guidance, government and standards documents, and NGO/IGO or rights-based reports. A supplementary incident table based on non-peer-reviewed reports identifies eight documented dormitory-fire incidents from 2001 to 2026, involving at least 125 learner deaths and at least 155 reported injuries, though some injury counts remain incomplete or contested. The synthesis identifies six themes: incident patterns; arson, grievance, and protest politics; institutional fire-safety preparedness; policy and enforcement gaps; impacts on learners and school communities; and prevention strategies. Overall, the evidence suggests deliberate fire-setting cannot be explained by individual pathology alone, but emerges from intersecting grievances, punitive school cultures, examination pressure, poor welfare, overcrowding, inadequate voice mechanisms, and weak enforcement. Prevention requires safer dormitory design, functioning alarms and exits, drills, welfare improvement, grievance systems, psychosocial support, transparent reporting, enforceable inspections, and coordinated national policy action.

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