Journal of Educational, Health and Community Psychology
Journal of Educational, Health, and Community Psychology (JEHCP) published an article, and empirical study that have originality, novelty and fill the gap of knowledge, that focused on educational psychology, health psychology and community psychology. JEHCP is an open access peer reviewed, multidisciplinary journal that publishes quality studies related to psychology. JEHCP is interdisciplinary in approach, and includes to reports of qualitative case studies, quantitative experiments and surveys, mixed method studies, action researches, meta-analyses, and discussions of conceptual and methodological issues. The field of educational psychology includes the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations, motor skills and other psycho-physiological processes; cognitive development involving areas such as problem solving, language acquisition; social, personality, and emotional development; self-concept and identity formation. The field of Health Psychology includes the stress-related ilnesses, the health coping strategy, resiliency, work on health attitudes and behaviour, health locus of control, quality of life in chronic disease, influence of emotion on health and health-related behaviours, psychological interventions in health and disease as well as psychological aspects of prevention. The field of Community Psychology includes research, evaluation, assessment and intervention, and review articles that deal with human behavior in community settings. Articles of interest include descriptions and evaluations of service programs and projects, studies of youth, parenting, and family development, methodology and design for work in the community, the interaction of groups in the larger community, and criminals and corrections.
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<![CDATA[Assisting Children in Facing Digital Risks: The Role of Values and Communication ]]>
<![CDATA[Hendriani, Wiwin]]>;
<![CDATA[Fitrianetha, A’ida Fayza]]>;
<![CDATA[Najah, Naya Shafina]]>;
<![CDATA[Wulandari, Primatia Yogi]]>;
<![CDATA[Cahyono, Rudi]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.29105
<![CDATA[The rapid development of the digital world presents numerous potential risks, particularly for children. Compared to other age groups, children are at a heightened risk of exposure to inappropriate content, cyberbullying, and privacy violations due to their limited ability to protect themselves. Parental guidance plays a crucial role in helping children navigate these digital dangers. This study aims to explore the internal factors of parents and their role in supporting children in managing digital risks. Using a qualitative approach and a case study methodology, the study involved four parents of children aged 7 to 12 years who were actively engaged in managing digital risks. Data collection consisted of online surveys, followed by interviews and self-report documents, all of which were analyzed using thematic analysis. The findings highlight that internal factors such as parental values and communication significantly influence how effectively parents can support their children in addressing digital risks. Based on these results, it is recommended that future interventions and support programs for parents focus on strengthening communication skills and aligning family values to better equip parents in guiding their children through digital challenges.]]>
<![CDATA[The Role of Positivity in Enhancing the Relationship Between Social Support and Subjective Well-being ]]>
<![CDATA[Fatimah, Malida]]>;
<![CDATA[Paramastri, Ira]]>;
<![CDATA[Rinaldi, Martaria Rizky]]>;
<![CDATA[Gani, Nasfira binti Che Abdul]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30059
<![CDATA[University students often encounter various academic and personal challenges that may affect their psychological functioning. Subjective well-being is a crucial psychological resource that helps individuals cope with these challenges. Among the key factors influencing subjective well-being are social support and positivity. This study examines the moderating role of positivity in the relationship between social support and subjective well-being. Using a quantitative correlational design, data were collected from 416 university students through three validated instruments: the Social Support Scale, the Positivity Scale, and the Subjective Well-being Scale. The data were analyzed using moderated regression analysis. Results revealed that social support and positivity were positively and significantly associated with subjective well-being. Moreover, positivity significantly moderated the relationship between social support and subjective well-being. The simple slope analysis shows that at a high positivity level (+1 SD), the estimated effect of social support on subjective well-being was 0.296 (SE = 0.0344, Z = 8.62, p < 0.001). This shows that positivity strengthens the relationship between social support and subjective well-being.]]>
<![CDATA[Does the Integrated Learning Course Affect Openness Traits in Students? ]]>
<![CDATA[Aka, Kukuh Andri]]>;
<![CDATA[Wicaksono, Awan]]>;
<![CDATA[Afandi, ‘Alia Nur Husna]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30061
<![CDATA[This study investigates the impact of integrated learning courses on the development of the openness personality trait among students enrolled in the Elementary School Teacher Education program at the University of Nusantara PGRI Kediri. Adopting a comparative quantitative design, the research compared the openness levels of students who had participated in integrated learning courses with those who had not. Openness was measured using the International Personality Item Pool (IPIP)-BFM-50, focusing on 10 specific indicators. The validity of the items was confirmed through Pearson product-moment correlation (p < .05), and the scale demonstrated acceptable internal consistency (Cronbach’s alpha = .714). Data analysis confirmed the assumptions of normality and homogeneity. Results revealed that students exposed to the integrated learning course scored significantly higher on openness (t(79) = 3.064, p = .003, Cohen’s d = .681), indicating a moderate to large effect size. The study concludes that integrated learning effectively fosters openness—an essential trait for adaptability and cognitive flexibility in 21st-century education. It recommends the broader integration of such courses into teacher education curricula. For future research, a mixed-methods approach is suggested to better understand the underlying processes through which integrated learning influences personality development. Keywords: Integrated learning, openness trait, big five factor]]>
<![CDATA[Students’ Psychological Adjustment to Shift-Schooling Ecosystem in Sub-Saharan African Urban Communities ]]>
<![CDATA[Mensah Anapey, Gideon]]>;
<![CDATA[Kyeremeh, Rosemary]]>;
<![CDATA[Abomah, Peter Worlanyo]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30179
<![CDATA[While shift-schooling has been recognized for expanding educational access without large-scale infrastructural investments in marginalized communities, little is known about how adolescents in Sub-Saharan Africa psychologically adjust to these learning environments. These students face developmental challenges related to career aspirations, emotional regulation, and interpersonal relationships. Guided by adaptation theory, this study examined academic adjustment among senior high school students by focusing on psychological well-being indicators such as emotion, social relationships, and attachment. Using a survey research design with a random sample of 270 students, moderate reliability coefficients were recorded for psychological adjustment using the Student Adaptation to College Questionnaire (SACQ). Hypotheses were tested using one-way ANOVA and multiple linear regression via IBM-SPSS version 23. Results revealed that accommodation status significantly impacted psychological adjustment to shift-schooling, and gender differences influenced adjustment outcomes. School attachment and emotional and social adjustment behaviours predicted over 63% of the variance in academic adaptation. The study concluded that urban transportation challenges negatively affected non-residential students’ emotional experiences, particularly among females. These findings underscore the importance of psychological factors in shaping students' perceptions of their learning environments. Emotional and relational counseling interventions are recommended to support adolescents transitioning from basic education to senior high school in Sub-Saharan African urban settings.]]>
<![CDATA[Academic Engagement in Students: The Role of Lecturers' Social Support Mediated by Academic Self-Efficacy and Growth Mindset ]]>
<![CDATA[Fakhrurrozi, Muhammad]]>;
<![CDATA[Wahyu Rahardjo]]>;
<![CDATA[Anugriaty Indah Asmarany]]>;
<![CDATA[Johanna, Jesicca]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30224
<![CDATA[Academic engagement is a critical topic within the field of educational psychology, particularly in the context of higher education, due to its far-reaching positive and negative implications. Among the key antecedents believed to shape academic engagement are lecturer social support, academic self-efficacy, and a growth mindset. This study aimed to examine the extent to which academic self-efficacy and a growth mindset mediate the relationship between lecturer social support and academic engagement. The research involved 451 undergraduate students from the Greater Jakarta area, utilizing path analysis as the primary data analysis technique. The findings revealed two main outcomes: (1) lecturer social support has a significant direct effect on academic engagement, and (2) academic self-efficacy and growth mindset do not serve as strong mediators in this relationship. These results highlight the importance of enhancing lecturer support and suggest the need for targeted interventions to strengthen students’ academic self-efficacy and growth mindset within higher education institutions. ]]>
<![CDATA[Conceptualizing the Research Subject with SORKC: Exploring the Mental Health and Well-Being of Forced Migrants from Ukraine ]]>
<![CDATA[Spitsyna, Larysa Valeriivna]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30289
<![CDATA[The war in Ukraine has led to a humanitarian crisis and widespread suffering, with forced migration—both within and beyond the country's borders—being one of the most significant consequences. Numerous studies highlight the negative effects of war, particularly the prevalence of mental health disorders such as anxiety, acute stress reactions, depression, cognitive impairments, personality disorders, and PTSD. A key innovation of our study is the proposed application of the SORKC model in developing a strategy for data collection. This approach allows the collected data to be structured in a way that facilitates psychotherapeutic or counseling interventions within the cognitive-behavioral framework. Apart from direct conflict-related trauma, forced migrants endure severe stress caused by displacement and uncertain, prolonged journeys seeking safety. Upon arrival in a new country, they often face acculturation stress, also known as post-migration stress. At this stage of the study, we conducted a scientific-theoretical analysis to examine the most widely used operationalizable approaches in contemporary research on forced migrants' mental health. Our goal was to identify an optimal conceptual framework—based on the SORKC model—for understanding the components of well-being and mental health challenges among forced migrants. Based on these insights, we developed an online questionnaire that integrates standardized self-report measures with several sets of open-ended questions, discussed below. The situation of Ukrainian refugees living in Switzerland and other European countries can be stabilized through initial support services. Understanding the challenges they face and identifying those at risk of mental health problems is crucial. The use of the SORKC model as a foundation for assessing an individual’s mental state integrates all essential components: personality variables, situational factors, internal representations of experiences, behavioral reactions, and consequences. This comprehensive approach can significantly enhance the quality of psychotherapeutic services, improve access to mental health care, and provide appropriate support for forced migrants.]]>
<![CDATA[Foreign Language Anxiety Reduction Methods Induce Positive Psychological Effects on Japanese Students with Social Anxiety Disorder ]]>
<![CDATA[Nakajima, Ai]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30627
<![CDATA[Social Anxiety Disorder students have been overlooked in the Second Language Acquisition (SLA) domain. This study addresses this gap by focusing on them and examining the psychological effects engendered by Foreign Language Anxiety Reduction Methods. Using the Japanese version Liebowitz Social Anxiety Scale to measure Social Anxiety Disorder levels, 114 students were categorized into four levels. They participated in a four-month English course incorporating Foreign Language Anxiety Reduction Methods. Questionnaires were conducted thrice— 1st week, 7th week, and 15th week to assess students’ emotional changes. Results revealed that social anxiety manifested particularly in conjunction with communication apprehension within Foreign Language Anxiety. This response was characteristic of Social Anxiety—the fear of negative evaluation by others. Foreign Language Anxiety Reduction Methods mitigated anxieties. The most effective approach was teacher-centered affirmative support. Furthermore, the anxiety reduction order was distinctive, Social Anxiety diminishing first, followed by Foreign Language Anxiety. Additionally, anxiety alleviation increased motivation. These findings enhance our understanding of SAD learners and inform instructional practices in the Second Language Acquisition domain.]]>
<![CDATA[Exploring the Subjective Well-Being of Mothers Raising Children with ADHD: A Mediation Model of Resilience, Parenting Self-Efficacy, and Social Support ]]>
<![CDATA[Andayani, Sri Asih]]>;
<![CDATA[Pudjibudojo, Jatie K]]>;
<![CDATA[Tjahjono, Evy]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30647
<![CDATA[Mothers of children with ADHD face complex parenting challenges that directly impact their subjective well-being (SWB). This study aims to examine the influence of parenting self-efficacy (PSE) and social support on SWB, with resilience serving as a mediating variable. A quantitative approach with a causal-comparative design was applied, and data were analyzed using Structural Equation Modeling (SEM). A total of 419 mothers of children with ADHD enrolled in inclusive elementary schools in Surabaya were selected through purposive sampling. The results revealed that PSE did not have a direct effect on SWB but showed a significant indirect effect through resilience. Similarly, social support did not directly influence SWB, but indirectly contributed to it via increased resilience. These findings suggest that resilience plays a central role as a psychological mechanism linking internal (PSE) and external (social support) resources to maternal well-being. This study offers practical contributions for developing family-based psychological interventions that prioritize resilience enhancement, as well as theoretical contributions by modeling multivariate relationships among psychological constructs in the context of neurodivergent families.]]>
<![CDATA[Correlation of Gender, Major, and Residence on Climate Change Anxiety of College Students ]]>
<![CDATA[Espinola, Esmeth Capistrano]]>;
<![CDATA[Maulion, Raianne Joy]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30654
<![CDATA[This study assessed the climate change anxiety of college students based on gender, college major, and residence, and examined its effects. Using the Climate Change Anxiety Scale, an online survey was conducted with 369 college students. Descriptive statistics, multivariate analysis of variance, analysis of variance, and linear regression, were used to explore relationships between variables. Results revealed that females reported slightly higher climate change anxiety than males, non-science majors) reported higher levels than science majors, and students living in urban areas scored higher than students from rural areas. Among these variables, only college major showed a significant multivariate effect on climate change anxiety (p<0.05), particularly regarding functional impairment (p<0.05). This study highlights the predictive role of academic background in climate anxiety and underscores the need for educational and psychological strategies that promote climate science understanding and student mental health in the Philippines and Southeast Asia.]]>
<![CDATA[Understanding Premarital Sexual Behavior: A Qualitative Case Study among Male and Female College Students ]]>
<![CDATA[Luthfiyah, Anis]]>;
<![CDATA[Hayati, Elli Nur]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 2 June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30677
<![CDATA[Young individuals frequently engage in intimate relationships, specifically premarital sex, which is categorized as unsafe sexual behavior. Numerous studies have highlighted the premarital sexual behavior of females, who face greater risks compared to their male counterparts. Understanding how gender differences influence this behavior is crucial for developing targeted strategies to mitigate the potential negative consequences among young people. A qualitative case study was conducted to examine the premarital sexual behavior of students in Province X and to identify the factors influencing it. Six participants—three male and three female students—were selected through purposive snowball sampling. After providing consent for private interviews, qualitative in-depth discussions were carried out. The results from thematic analysis revealed eleven key themes related to their premarital sexual behavior and six themes associated with influencing factors. Males reported engaging in their first sexual intercourse at an earlier age during adolescence, while females tended to do so slightly later, in early adulthood. Notably, males expressed feelings of guilty pleasure regarding their premarital sexual activities, whereas females shared unpleasant experiences stemming from a lack of assertiveness in declining sexual advances from their partners. They also reported facing judgmental attitudes from healthcare workers during medical checkups. Similarities found included having multiple sexual partners, neglecting reproductive health, and feeling a disconnection from their religious beliefs. The implications of the study are discussed further.]]>
