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[Sleep Quality, School Environment, and Quality of Life among High School Students: A Comparative Study: A Comparative Study ]]>
<![CDATA[Bawiling, Nancy Sylvia]]>;
<![CDATA[Supit, Alva Sahiri Alexander]]>
<![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.31395
<![CDATA[Adolescence is a critical developmental period in which sleep quality and the school environment shape health and well-being. We examined differences in sleep quality and quality of life (QoL) between Indonesian students attending a public (n=500) versus a Christian (n=50) high school and explored sex-specific patterns. In this cross-sectional study (May–June 2024), we administered the Pittsburgh Sleep Quality Index (PSQI) and the WHOQOL-BREF (physical, psychological, social, environmental domains). Females reported poorer sleep than males (PSQI: 6.40 ± 3.04 vs 5.51 ± 3.01; p=0.001), and lower general QoL (7.09 ± 1.44 vs 7.54 ± 1.53; p<0.001). Christian-school students scored higher on psychological QoL (Domain 2: 21.26 ± 3.43 vs 20.08 ± 3.55; p=0.024) and general QoL (7.78 ± 1.51 vs 7.20 ± 1.48; p=0.013) compared with public-school peers; sleep quality did not differ (p=0.733). Across all students, poorer sleep correlated with worse physical health (Domain 1: r = -0.15, p<0.001) and lower general QoL (r = -0.09, p=0.033); the sleep–physical QoL association persisted in males (r = -0.23, p=0.001) but not females. This study highlights the role of gender and school environment in understanding sleep quality and quality of life in adolescents. Practically, results support school-based sleep health education and leveraging faith-based community assets to enhance psychological well-being in resource-constrained settings.]]>
<![CDATA[Generation Z Entrepreneurship in Tourism Opportunity: An Interpretative Phenomenological analysis ]]>
<![CDATA[Hutagalung, Husen]]>;
<![CDATA[Rachman, Arief Faizal]]>;
<![CDATA[Rahayu, Nurti]]>;
<![CDATA[Hermawan, Yudan]]>;
<![CDATA[Aryapranata, Aryawan]]>;
<![CDATA[Pusparani, Pusparani]]>;
<![CDATA[Rianto, Rianto]]>;
<![CDATA[Riyadi, Agus]]>;
<![CDATA[Budiman, Surya Fajar]]>;
<![CDATA[Pradhipta, RMW Agie]]>
<![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.31399
<![CDATA[This study aims to explore the psychological experiences of Generation Z entrepreneurs in Jakarta who seize opportunities in tourism-related businesses such as open trips, beauty services, laundry, culinary ventures, and souvenir shops. Using a qualitative phenomenological design, this research adopts an Interpretative Phenomenological Analysis (IPA) approach to understand how young entrepreneurs interpret their entrepreneurial journeys in a rapidly changing digital era. Five Gen-Z entrepreneurs participated in semi-structured interviews, and the data were analyzed through a hermeneutic and idiographic process to capture the depth of lived experiences. The analysis revealed three superordinate themes: (1) self-confidence, characterized by technological mastery and optimism in facing business challenges; (2) independence, reflected in their preference for freedom of expression and anti-hierarchical work culture; and (3) pragmatism, denoting a lifestyle-oriented pursuit of financial freedom and comfort. These findings contribute to a deeper understanding of Gen-Z entrepreneurial identity and offer practical implications for developing entrepreneurship education and character-building programs in both formal and informal educational settings.]]>
<![CDATA[Self-Efficacy and Self-Regulated Learning among College Students in Digital Learning: A Meta-analytic Study ]]>
<![CDATA[Aji Bagus Priyambodo]]>;
<![CDATA[Fitri Andriani]]>;
<![CDATA[Pramesti Pradna Paramita]]>
<![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.31416
<![CDATA[The success of students in digital learning depends largely on internal psychological factors such as self-efficacy and self-regulated learning (SRL). However, the strength and consistency of the relationship between these two constructs vary across studies. This meta-analysis synthesizes findings from seven empirical studies (total N = 1,971) published between 2020 and 2024 to estimate the magnitude of the relationship between self-efficacy and SRL among university students in digital learning contexts. Data were analyzed using the Sidik–Jonkman estimator model in Jamovi. Results revealed a large and significant overall effect size (r = 0.66, p < .001; 95% CI [0.29, 1.03]) with high heterogeneity (I² = 97.6%, Q = 221.73, p < .001). Publication bias analysis indicated no significant bias (Egger’s regression test p = .896; Fail-safe N = 1,861). This study extends previous correlational research by providing quantitative evidence on the robustness of the link between self-efficacy and SRL specifically in digital learning environments. The findings contribute to a deeper understanding of how students’ confidence in their learning abilities supports the development of effective self-regulation strategies, thereby informing future interventions to enhance digital learning outcomes in higher education.]]>
<![CDATA[Fragile Hopes, Strong Minds: Self-Regulation and Emotion Regulation as Mediators between Basic Psychological Needs and the Psychological Well-Being of Children in Conflict with the Law ]]>
<![CDATA[Yul Arifiana, isrida]]>;
<![CDATA[Nur Fatwa, Ajang]]>
<![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.31439
<![CDATA[Children in Conflict with the Law (CCL) are a vulnerable group at risk of low psychological well-being due to social stigma, legal pressure, and limited developmental environments. This study aims to examine the influence of Basic Psychological Needs (BPN) on Psychological Well-Being (PWB) in CCL, with Self-Regulation (SR) and Emotion Regulation (ER) as mediating variables. A quantitative approach with a correlational design was used on 214 CCL participants aged 13–17 years who were undergoing developmental programs at the Special Child Development Institution (LPKA) and non-governmental organizations in Surabaya. The research instruments included the BSPWB-A to measure PWB, the BPNSFS for BPN, the Zimmerman model-based self-regulation scale for SR, and the ERQ-CA for ER. Data analysis was conducted using Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS 4. The results showed that BPN had a positive and direct effect on PWB (β = 0.366; t = 5.665; p < 0.001). SR significantly mediated the BPN–PWB link (β_indirect = 0.125; t = 3.723; p < 0.001), indicating partial mediation, whereas ER did not mediate the relationship (βindirect = 0.125; t = 3.723; p < 0.001). These findings emphasize the importance of fulfilling basic psychological needs and strengthening self-regulation skills as practical strategies in improving the psychological well-being of CCL. ]]>
<![CDATA[The Role of Adverse Childhood Experiences on Psychological Well-being among College Students: The Mediating Role of Emotional Intelligence ]]>
<![CDATA[Morinawa, Salsabilla]]>;
<![CDATA[Soleh, Achmad Khudori]]>
<![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.31448
<![CDATA[This study aims to examine the effect of Adverse Childhood Experiences (ACEs) on Psychological Well-Being (PWB) among college students, with Emotional Intelligence (EI) as a mediating variable. Although ACEs are widely known to affect mental health, research exploring the psychological mechanisms underlying this relationship in Indonesian college student populations remains limited. Using a quantitative explanatory design and purposive sampling, 440 students aged 18–25 years completed standardized measures of ACEs, EI, and PWB. Data were analyzed using PROCESS Macro Model 4 with 5,000 bootstrap resamples. Results showed that ACEs had a significant negative effect on PWB (B = -0.651, t = -5.464, p < .001), whereas EI had a significant positive effect on PWB (B = 0.722, t = 12.475, p < .001). EI also partially mediated the effect between ACEs and PWB, emphasizing the importance of enhancing emotional intelligence in educational settings. These findings highlight the importance of strengthening emotional intelligence to mitigate the adverse impact of early negative experiences on psychological well-being. ]]>
<![CDATA[Maternal Parenting Style and Depression in Adolescents with Divorced Parents: The Mediating Roles of Cognitive Triad and Emotion Regulation Difficulties ]]>
<![CDATA[Dianovinina, Ktut]]>;
<![CDATA[Surjaningrum, Endang Retno]]>;
<![CDATA[Wulandari, Primatia Yogi]]>
<![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.31450
<![CDATA[Parental divorce is one of the factors that influences depression in adolescents. It is necessary to examine the mechanisms that cause depression in adolescents from divorced families. Several studies have examined the impact of negative parenting on adolescent depression through cognitive factors and emotional regulation. However, none have investigated both factors simultaneously. This study addressed this research gap by examining the influence of maternal rejection and maternal psychological control on depression in adolescents from divorced family through the cognitive triad and emotional regulation difficulties. Respondents in this study were 227 adolescents, both boys and girls, aged 12-19 years, who had experienced their parents' divorce, and lived with their mothers. Respondents completed the Children’s Depression Inventory, Psychological Control Scale-Youth Self Report, Children-Parenting Acceptance-Rejection Questionnaire, Cognitive Triad Inventory-Children, and Difficulties Emotion Regulation Scale. Multivariate path analysis was used to examine the relationships between the study variables. The structural model demonstrated an adequate fit, χ²(df=2)=5.298, p=0.071, CFI=0.994, TLI=0.968, RMSEA=0.084 (90% CI [0.00, 0.18]), and SRMR=0.041. Maternal rejection was found to influence depression primarily indirectly through the cognitive triad (β_ind=0.215, 95%CI [0.15, 0.28]), whereas maternal psychological control was indirectly associated with depression via emotion regulation difficulties (β_ind=0.08, 95%CI [0.04, 0.12]). The model accounted for 60.5% of the variance in depression. These findings underscore the importance of cognitive-based interventions in the context of maternal rejection and emotion regulation training in the context of maternal psychological control.The findings of this study can help develop intervention programs for adolescents and parents in the context of divorced families and various related parties. This study offers findings that can be implemented in future studies.]]>
<![CDATA[Trapped by Fast Beauty Trapped by Fast Beauty: How Scarcity Promotion and Social Influence Drive Gen Z’s Impulse Buying ]]>
<![CDATA[Pratiwi, Maria Indah]]>;
<![CDATA[Ulya, Laila Listiana]]>
<![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.31451
<![CDATA[The growth of the cosmetics industry in Indonesia has led to the emergence of the fast beauty phenomenon, characterized by rapid production, low-cost ingredients, and aggressive promotion. This phenomenon has negative impacts, including the increasing tendency of online impulse buying, especially among Gen Z, the dominant users of e-commerce platforms. This study aimed to examine the influence of scarcity promotion and online social influence on online impulse buying of fast beauty products among Gen Z. A quantitative method was employed by distributing online questionnaires to 534 respondents, and the data were analyzed using IBM SPSS Statistics 23. The results showed that scarcity promotion had a significant positive effect on online impulse buying (β = 0.190, p < 0.05), while online social influence had a significant negative effect (β = -0.201, p < 0.05). Furthermore, both variables simultaneously had a significant effect on online impulse buying behavior (F = 30.959, p < 0.05). Contrary to expectations, the negative effect of online social influence may be explained by Gen Z’s tendency to critically evaluate online information before making purchase decisions. This research contributed to consumer psychology literature and provided practical insights for marketers in developing effective digital marketing strategies.]]>
<![CDATA[Implementation of Group Counseling Services Based on Cognitive Behavior Modification with Self-Management Techniques to Reduce Nomophobia among Senior High School Students ]]>
<![CDATA[Nasution, Ahmad Zaki Ilman]]>;
<![CDATA[Karneli, Yeni]]>;
<![CDATA[Hariko, Rezki]]>;
<![CDATA[Fikri, Miftahul]]>
<![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.31452
<![CDATA[Nomophobia, defined as excessive anxiety due to the absence of access to smartphones, has become a widespread psychological problem that disrupts students' concentration, motivation, and academic achievement. As many as 84.2% of high school students in Indonesia have been reported to experience severe nomophobia symptoms. This quasi-experimental study aims to test the effectiveness of group counseling services based on the Cognitive Behavior Modification (CBM) approach integrated with self-management techniques in reducing nomophobic behavior among high school students. A total of 20 eleventh grade students (aged 16–17 years) at SMA Negeri 17 Padang were divided into two groups: an experimental group (n = 10) that received five sessions of group counseling based on Cognitive Behavior Modification (CBM) with self-management techniques, and a control group (n = 10) that received conventional counseling. Data were collected using an adapted version of the Nomophobia Questionnaire (NMP-Q) (33 items, four dimensions, α = 0.781) and analyzed with nonparametric tests (Wilcoxon Signed-Rank Test and Mann-Whitney U Test) at a significance level of α = 0.05. The research results showed that the experimental group experienced a significant decrease of 41.3% (from M = 121.7, high category, to M = 84.7, low category), compared to the control group which only decreased by 12.9% (from M = 116.4 to M = 105.8). Statistical analysis showed significant differences both within groups (Wilcoxon Z = -2.803, p = 0.005) and between groups (Mann-Whitney U = 11.500, Z = -2.911, p = 0.004). Group counseling based on Cognitive Behavior Modification (CBM) integrated with self-management techniques proved effective in reducing nomophobic behavior through cognitive restructuring and self-regulation, and is therefore recommended as a structured intervention to address technology related anxiety in educational settings.]]>
<![CDATA[Faith-Based Sense of Community among Volunteers in a Muslim Women’s Organization in Indonesia: A Qualitative Case Study ]]>
<![CDATA[Situmorang, Nina Zulida]]>;
<![CDATA[Prameswari, Adinda]]>;
<![CDATA[Widyowati, Arini]]>
<![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.31458
<![CDATA[This study aimed to explore the experience of a sense of community among volunteers of Yayasan Rumpun Nurani (YRN), a faith-based social organization in Yogyakarta, Indonesia. Using a qualitative case study design, this study examines how shared Islamic values and informal community structures contribute to volunteer cohesion and organizational sustainability. Data were collected through focus group discussions, participatory observation, and document analysis of twenty active volunteers. Data analysis was conducted using Braun and Clarke's six-step thematic analysis approach. The results of the analysis resulted in eight interrelated themes: shared values and vision, belonging, peer support and emotional contagion, flexible commitment, spiritual and personal growth, conflict management, youth engagement and regeneration, and social and professional benefits. These findings suggest that spiritual values, relational dynamics, and non-hierarchical participation play a central role in fostering a sense of community in the context of grassroots communities. Theoretically, this research enriches community psychology by contextualizing the theory of sense of community in collectivist Islamic culture. Practically, the results of this study provide insights for the development of faith-based empowerment programs that strengthen social cohesion, women's participation, and cross-generational involvement in volunteer organizations.]]>
<![CDATA[The Effectiveness of Rational Emotive Behavior Therapy (REBT) Group Counseling in Enhancing Academic Resilience among Students with Academic Difficulties ]]>
<![CDATA[Zarisman, Esi]]>;
<![CDATA[Netrawati, Netrawati]]>
<![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.31481
<![CDATA[Many students struggle to cope with academic pressure, leading them to give up easily when they receive poor grades, face difficult assignments, or experience failure. Over time, these experiences can erode self-confidence and foster self-deprecating beliefs, such as perceiving themselves as “stupid.” This study examined the effectiveness of Rational Emotive Behavior Therapy (REBT) group counseling in enhancing the academic resilience of students with academic difficulties. The research was conducted at SMP Pembangunan Laboratorium UNP with a sample of 20 students. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. Participants were selected using random sampling, and data were collected using a Likert-type academic resilience scale. Data were analyzed using the Wilcoxon signed-rank test and the Mann–Whitney test. The Wilcoxon signed-rank test indicated a significant increase in academic resilience in the experimental group (Z = −2.81, p = .005) and a significant change in the control group (Z = −2.81, p = .005). Furthermore, the Mann–Whitney test showed a significant difference in posttest academic resilience scores between the experimental and control groups (Z = −3.80, p = .001), demonstrating that REBT group counseling is effective in improving the academic resilience of students with academic difficulties.]]>
