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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 27 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.
Factors Influencing Career Choice Among Business School Students: An Empirical Study at the National University of Mongolia Doljin Mandshir; Otgonsuren Gotov; Nurjigmaa Ootoi
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.v2i1.647

Abstract

This study examines which academic, motivational, family-related, and socioeconomic factors are associated with career goal setting among undergraduate business students in Mongolia, where institution-level quantitative evidence remains limited. Using a quantitative cross-sectional survey design, data were collected through a 27-item online questionnaire from 519 students at the National University of Mongolia. The instrument measured Academic Satisfaction, Family Influence, Career Goal Setting, Goal Commitment, Problem Solving, and Career Expectation. Data were analyzed using reliability assessment, exploratory factor analysis, Pearson correlation, hypothesis testing at α = .01, and multiple linear regression. The regression model was statistically significant, F(5, 513) = 102.912, p < .001, and explained 50.1% of the variance in Career Goal Setting, R² = .501, adjusted R² = .496. Academic Satisfaction showed the strongest positive coefficient, .561, p < .001, followed by Goal Commitment, .263, p < .001. Family Influence was positively associated with Career Goal Setting at the bivariate level, r = .206, p < .001, but was not significant in the multivariate model. Parental education and household income were not supported at α = .01. The findings are limited by the single-institution, cross-sectional, self-report design and by the low internal consistency of Problem Solving and Career Expectation. The study contributes context-specific, SCCT-informed evidence by distinguishing simple associations from predictors that retain unique explanatory value in Mongolian higher education
From reform to fatigue: Workload, incentives, and PLC decline in Ghanaian senior high schools Kassim Alabani
Journal of Education Psychology and Social Development Vol 2, No 2 (2026): December 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i2.670

Abstract

Professional learning communities (PLCs) provide opportunities for collaborative teacher learning; however, their implementation must be understood alongside teachers’ working conditions. This study examined reported PLC participation and its associations with workload, incentives, logistical support, leadership support, and perceived usefulness in selected Ghanaian senior high schools. A convergent mixed-methods design combined survey responses from 487 teachers across 25 purposively selected schools with semi-structured interviews involving 20 teachers. Survey data were analyzed using descriptive statistics and hierarchical regression, while interview data underwent thematic analysis. The findings were integrated to contextualize participation patterns through teachers’ experiences. Mean participation was 2.76 and perceived workload was 4.01 on five-point scales. Higher perceived workload was associated with lower participation, whereas incentive perceptions, logistical support, leadership support, and perceived usefulness were positively associated with participation. Retrospective interview accounts identified unmet expectations, participation centered on attendance and documentation, and competing reform responsibilities. The integrated findings suggest that valuing collaboration can coexist with difficulties sustaining participation under demanding and insufficiently supported implementation conditions. Practical implications include integrating PLCs into school planning, clarifying professional recognition, providing appropriate resources and protected time, strengthening leadership facilitation, and reviewing competing administrative demands. The effectiveness of these proposed responses requires further evaluation. These conclusions concern cross-sectional associations and retrospectively perceived change within the selected schools. Longitudinal research and evaluations of implementation changes are needed to assess sustained participation and professional learning.
Students’ Perceptions of Communication Strategies for Character Education in Selected Nigerian Universities: A Descriptive Survey Usiere Udo Akpan; Job Enem
Journal of Education Psychology and Social Development Vol 2, No 2 (2026): December 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i2.879

Abstract

Character education remains a critical concern in higher education, particularly as universities are increasingly expected to foster ethical conduct alongside academic development. This study examined undergraduate students’ perceptions of communication strategies used in delivering character education at selected universities in Nigeria. Specifically, it investigated the communication approaches employed, students’ appreciation of these approaches, the socio-ethical issues emphasized, perceptions of character-education courses, and the perceived influence of character education on students’ social values and ethical behaviour. A descriptive online survey was conducted with 399 undergraduate students from four Nigerian universities, recruited through purposive and convenience sampling. Data were collected using a structured questionnaire and analysed using frequencies, percentages, and graphical representations. Classroom-based communication emerged as the most frequently reported strategy (50.4%). However, students’ appreciation of the communication approaches was generally limited, with 53.1% reporting a low level of appreciation and 28.8% indicating a moderate level. Examination malpractice was the most frequently addressed socio-ethical issue (57.9%). Regarding students’ perceptions of character-education courses, 56.14% regarded them as an additional academic burden, whereas 28.07% considered them valuable. The perceived influence of character education on social values and ethical behaviour was predominantly moderate (43.1%), followed by low (30.6%). These findings suggest a mismatch between the intended role of character education and students’ engagement with its current modes of delivery. The study highlights the need for more participatory, context-sensitive, and student-centred communication strategies that connect ethical learning with students’ lived experiences. Such approaches may enhance students’ engagement with character education and strengthen its perceived relevance to ethical and socially responsible behaviour in Nigerian universities.​
Artificial intelligence and university students' well-being: An integrative narrative review of pathways, benefits, risks, and future directions Yundong Wu
Journal of Education Psychology and Social Development Vol 2, No 2 (2026): December 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jepsi.v2i2.1244

Abstract

This integrative narrative review synthesizes research published primarily between 2010 and 2026 on artificial intelligence (AI) in higher education and its potential implications for university students' well-being. Student well-being is conceptualized across emotional, psychological, social, academic, and digital dimensions, and evidence is interpreted by distinguishing direct mental-health outcomes from indirect pathways involving academic self-efficacy, access and help-seeking, social connection, agency and digital well-being, and institutional inclusion. The evidence indicates potential benefits, including adaptive learning support, low-threshold psychoeducation, and improved navigation of support, but these benefits are unevenly demonstrated and often rely on short-term, self-report, feasibility, or indirect outcomes. Risks include technostress, clinical ambiguity, privacy breaches, dependency, algorithmic bias, surveillance, and social displacement. Building on, but conceptually distinct from, recent systematic reviews of AI and college student mental health, this review develops an author-generated, context-sensitive pathway framework that makes positive and negative branches, contextual moderators, human oversight, and feedback processes explicit. Future research should prioritize longitudinal and comparative designs, direct well-being outcomes, culturally responsive evaluation, equity, and responsible non-use.

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