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.
Articles
820 Documents
<![CDATA[Mapping The Accessibility to Mental Health Providers in Low-Middle Income Countries: A Scoping Review ]]>
<![CDATA[Elsya, Venny Martha]]>;
<![CDATA[Raharjo, Alim Panggih]]>;
<![CDATA[Ediati, Annastasia]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 3 SEPTEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31090
<![CDATA[This scoping review outlines the availability of mental health providers in low-middle income countries (LMICs), highlighting disparities in provider distribution, obstacles to care, and innovative strategies to fill gaps in mental health services. A systematic search across ScienceDirect, EBSCOhost, and Scopus identified 3,213 articles using Boolean strings targeting mental health access, barriers, and LMICs. Six studies met the inclusion criteria (2020–2024, English, open-access) after screening via Rayyan software and PRISMA-Scr guidelines. Mental health provider density in LMICs remains critically low, ranging from 0.1 to 0.9 per 100,000 population across regions. Key findings include That Digital health integration has shown promise in India and Indonesia for managing schizophrenia and addressing pandemic-related burnout, but it has faced challenges such as limited internet access, low literacy, and device availability. School-based programs (e.g., Nepal’s HASHTAG initiative) demonstrated potential for adolescent mental health promotion through multicomponent, culturally adapted interventions. Rural engagement barriers in Mexico highlighted geographic isolation, poverty, and cultural stigma, with 82% of individuals lacking access to care despite need. Only 33.3% of Nigerian university students utilized mental health services due to cost concerns and confidentiality doubts. Addressing LMICs’ mental health crises requires context-specific strategies: scaling digital tools with offline capabilities, expanding school-based prevention programs, and improving rural service delivery through community-driven models. Policymakers must prioritize workforce training, infrastructure investment, and anti-stigma campaigns to bridge treatment gaps.]]>
<![CDATA[Post - Divorce Traumatic Stress and the Christian Soul: A Psycho-Theological Approach to Inner Healing ]]>
<![CDATA[Lie, Tan Lie]]>;
<![CDATA[Chandra, Janto]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 14 No 3 SEPTEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31279
<![CDATA[Divorce often results in profound emotional and spiritual turmoil, especially for Christians who view marriage as a divine covenant. This qualitative study explores the post-divorce traumatic experiences and inner healing processes of five Christian individuals using a psycho-theological approach. Data were collected through in-depth interviews with 5 participants using purposive sampling technique. The findings reveal recurring themes of spiritual disorientation, emotional distress marked by guilt and loss of identity, and a journey toward healing facilitated by personal faith, prayer, scripture reflection, and support from faith communities. Participants described both theological struggle and spiritual resilience, highlighting the significance of integrating psychological and spiritual frameworks in trauma recovery. This study contributes to pastoral care and Christian counseling by offering insights into the inner transformation that follows relational breakdown. It underscores the importance of faith-based coping mechanisms in navigating post-traumatic stress within a Christian worldview.]]>
<![CDATA[Linking Pornography Consumption Motivations to Intention to Engage in Infidelity among Indonesian Young Adults ]]>
<![CDATA[Yundianto, Devie]]>;
<![CDATA[Indriani, Wini]]>;
<![CDATA[Khatami, Muhammad]]>;
<![CDATA[Mutia Anindita, Siti]]>;
<![CDATA[Maharani, Winda]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.30936
<![CDATA[Infidelity is a global relational problem that can seriously undermine individual and couple well-being. However, limited research has examined how specific motivations for pornography consumption—emotional avoidance, sexual curiosity, excitement seeking, and sexual pleasure—relate to intentions to engage in infidelity. This study aimed to investigate the direct effects of these four dimensions of pornography consumption on intention to engage in infidelity. A total of 159 individuals aged 18–40 years (M = 19.58, SD = 1.43) participated in the study and completed the Pornography Consumption Inventory and the Intention to Infidelity Scale. The analysis showed that emotional avoidance, sexual curiosity, and sexual pleasure were not significantly associated with intention to engage in infidelity. In contrast, the excitement-seeking dimension demonstrated a small but significant positive association with infidelity intention. These findings suggest that pornography consumption, particularly when motivated by excitement seeking, may shape cognitive precursors to infidelity. This study clarifies the dynamic mechanisms linking pornography-related motivations and infidelity intention and offers insight into how individuals may establish psychological boundaries when confronted with opportunities for extradyadic involvement.]]>
<![CDATA[Do Research Attitudes Predict Participation? A Quantitative Analysis Using the Research Attitudes Questionnaire ]]>
<![CDATA[Kouassi, Prince]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31088
<![CDATA[This study aimed to examine whether positive attitudes toward research predict actual participation behaviour in online research settings. The Research Attitudes Questionnaire (RAQ) was used to assess individuals’ beliefs about research, while verified participation records from the Prolific platform served as the behavioural outcome measure.A total of 215 participants completed the seven-item RAQ and provided consent for their verified participation data to be accessed through the Prolific platform. A simple linear regression analysis was conducted, with RAQ scores as the predictor variable and the total number of completed studies as the outcome variable. Participants reported generally favourable attitudes toward research; however, RAQ scores did not significantly predict verified participation behaviour (β = .071, p = .28). Attitudes accounted for only a small proportion of the variance in participation (R² = .005), suggesting limited predictive power. These findings highlight a disconnect between attitudinal endorsement and actual behaviour, consistent with the intention-behaviour gap described by Ajzen’s Theory of Planned Behaviour. The results underscore the limitations of using attitudinal measures alone to predict research engagement and suggest that integrative models incorporating individual, contextual, and structural factors are needed to improve participation rates, particularly in online contexts.]]>
<![CDATA[Astrologic: The Effectiveness of Priming Using Chinese Zodiac Characteristics on Logical Thinking Ability ]]>
<![CDATA[Sutikno, Sofia Paramita]]>;
<![CDATA[Natalya, Lina]]>;
<![CDATA[Siaputra, Ide Bagus]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31122
<![CDATA[This experimental study examined whether Chinese zodiac personality descriptions, when used as priming stimuli, affect logical thinking ability among Generation Z students. A 2x2 factorial design (valence x validity) was applied to 105 college students aged 18-25, who were randomly assigned to one of four groups: positive-valid, positive-invalid, negative-valid, or negative-invalid. Logical thinking was measured using 15-minute Sudoku Logical Task administered before and after priming. A one-way ANOVA showed no significant overall effect of priming on logical thinking ability (F = 1.290, p-value = 0.282 > 0.05). However, paired sample t-tests revealed a significant improvement in the negative-valid (t = 3.266, p-value = 0.003 < 0.05) and negative-invalid (t = 2.495, p-value = 0.020) groups, whereas no significant changes were observed in the positive conditions. These exploratory results were based on uncorrected p-values and should be interpreted with caution due to potential Type I error inflation. These results suggest that negative descriptions, even when perceived as valid or invalid, may elicit compensatory motivation to protect one’s self-concept. The findings extend the Situated Inference Model and Self-Enhancement Theory by emphasizing affective valence as a stronger determinant of cognitive engagement than perceived validity. Practically, challenge-based feedback may enhance logical thinking when framed constructively. ]]>
<![CDATA[Academic Dishonesty Differences Evaluated by Academic Identity Status in Undergraduate Students ]]>
<![CDATA[Shalihat, Zulfa Qonita]]>;
<![CDATA[Febriani, Arum]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31188
<![CDATA[Academic dishonesty has become a pressing concern in higher education, as illustrated by 2024 data from the Indonesian Corruption Eradication Commission (Komisi Pemberantasan Korupsi, KPK) indicating that more than half of respondents admitted to engaging in cheating. Such behavior may be shaped by academic identity status, defined as an individual’s self-perception and commitment within the academic domain. However, empirical evidence on this association remains scarce, particularly among Indonesian undergraduate students. The present study examined differences in academic dishonesty across academic identity statuses in a sample of 216 Indonesian undergraduates aged 18–25 years. Using a quantitative design, participants completed the Academic Dishonesty Scale and the Academic Identity Measure (AIM). A one-way ANOVA revealed significant differences in academic dishonesty scores across identity statuses, F(3, 212) = 5.239, p = .002, η² = .069. Post hoc comparisons indicated that students with a moratorium identity status reported higher levels of academic dishonesty than those with an achievement identity status, whereas no other pairwise differences reached statistical significance. These findings extend the literature on academic dishonesty by integrating identity status theory within the Indonesian higher education context and suggest that academic identity development should be considered when designing targeted preventive and remedial interventions in universities.]]>
<![CDATA[Toxic Positivity and Mental Health Help-Seeking Intentions and Attitudes among Filipino High School Students ]]>
<![CDATA[Garcia, Roselle]]>;
<![CDATA[Gonzalo, Nerisa T.]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31209
<![CDATA[This study explores the emerging trend of toxic positivity among high school students, a topic with limited prior research. It examines behavioral and attitudinal patterns related to toxic positivity, help-seeking intentions, and attitudes, differentiated by gender and grade level. The participants included 263 public high school students in Baguio City, Philippines. Data were collected using the MHSIS, ATSPPH-SF, and TPT. Findings demonstrated excellent reliability for the MHSIS scale (α = 0.906), as well as acceptable to moderate reliability levels for the ATSPPH (α = 0.616) and TPT (α = 0.669). Results further indicate that female students exhibit slightly higher levels of toxic positivity than male students. Students in grades 7 and 8 are more inclined to seek professional assistance. Specifically, grade 8 students consistently demonstrated a stronger intention to seek help than grade 9 students. Additionally, a negative correlation was identified between toxic positivity and help-seeking attitudes: higher toxic positivity levels correlate with reduced help-seeking intentions, and vice versa. The study concludes with recommendations for future research and suggests the development of a School-Based Mental Health and Wellness Program.]]>
<![CDATA[The Effect of Perfectionism on Academic Procrastination among Thesis-Writing Students: The Mediating Role of Fear of Failure ]]>
<![CDATA[Zahro, Azimatus]]>;
<![CDATA[Widyana, Rahma]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31276
<![CDATA[This study aims to determine the effect of perfectionism on academic procrastination behavior mediated by fear of failure in students writing theses. Maladaptive perfectionism often encourages the emergence of fear of failure, which then triggers the tendency to delay completing tasks. This study uses a quantitative approach with the Partial Least Squares-Structural Equation Modeling (PLS-SEM) method. The subjects of the study consisted of 270 students writing theses in Indonesia. Using PLS-SEM (N = 270; bootstrapping 5,000), perfectionism showed a direct effect on academic procrastination (β = 0.667, 95% CI [0.575-0.754]) and an indirect effect via fear of failure (β = 0.353, 95% CI [0.203-0.502]), indicating partial mediation. Model fit was acceptable (SRMR = 0.068); measurement quality satisfied reliability and validity criteria (CR, AVE, HTMT). This finding strengthens the assumption that the higher the level of perfectionism possessed by students, the greater the likelihood that they will experience fear of failure and delay completing tasks as a form of avoidance. Therefore, it is important for educational institutions and educators to help students manage perfectionism and fear of failure in order to suppress academic procrastination behavior.]]>
<![CDATA[The Impact of Head Nurse Supervision and Nurse Motivation on Discharge Planning Compliance at RSUD Dr. M. Haulussy Ambon ]]>
<![CDATA[Parinussa, Nenny]]>;
<![CDATA[Manuhutu, Feby]]>;
<![CDATA[Lameky, Vernando Yanry]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31361
<![CDATA[Discharge planning ensures continuity of patient care after hospitalization, yet in Indonesia, it often faces documentation and procedural challenges. This study examined the relationship between head nurse supervision and nurse motivation with compliance in implementing discharge planning at RSUD Dr. M. Haulussy Ambon. Using a cross-sectional design, data were collected from 257 nurses through validated questionnaires and observation sheets. Findings showed that 64.2% received good supervision, 56.4% had good motivation, and 58.4% demonstrated good compliance. Chi-square analysis revealed significant associations between head nurse supervision (p < .001) and motivation (p = .037) with compliance. Good supervision increased compliance 4.7 times (OR = 4.73; 95% CI: 2.67–8.40), and good motivation increased it 2.9 times (OR = 2.87; 95% CI: 1.16–4.85). These results highlight the importance of structured supervision and sustained motivation to improve discharge planning, enhance patient safety, and reduce readmissions.]]>
<![CDATA[DISC Personality and Career Readiness of Gen Z Psychology Students: I/O Psychology in Digital Era ]]>
<![CDATA[Mahardayani, Iranita Hervi]]>;
<![CDATA[Dhania, Dhini Rama]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.31384
<![CDATA[The digital era demands career readiness that extends beyond technical competencies, emphasizing adaptive personality traits suited to dynamic organizational contexts. This study aims to map the DISC personality profiles of Generation Z psychology students and analyze their alignment with digital workforce demands in Industrial and Organizational Psychology (I/O Psychology). A descriptive-analytic quantitative design was employed, involving 248 undergraduate students from Universitas Muria Kudus. Data were collected using a validated DISC instrument with acceptable internal consistency (Cronbach’s α = 0.628–0.741), and model fit confirmed by Confirmatory Factor Analysis. Chi-square tests were used to examine associations among DISC categories and demographic variables. Results revealed a dominance of Conscientiousness (C) and Steadiness (S) types across strength, weakness, and total scores, indicating tendencies toward structured thinking, collaboration, and reliability. Significant correlations among DISC dimensions supported personality consistency across contexts, while no significant differences were found by gender, age, or cohort year. These findings underscore the importance of cross-dimensional personality development, particularly Dominance (D) and Influence (I) traits, to enhance adaptability and leadership in digital work environments. The study offers practical implications for integrating personality-based frameworks into I/O Psychology curricula to support holistic career readiness and employability.]]>
