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Journal of Educational, Health and Community Psychology
Published by Universitas Ahmad Dahlan
ISSN : 20883219     EISSN : 24608467     DOI : -
Core Subject : Health, Education,
Education Public Health
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.
Arjuna Subject : -
Articles 939 Documents
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The Role of Academic Buoyancy in Academic Burnout among Students Ahmad Abrar; Nur Akmal; Astiti Tenriawaru Ahmad
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32374

Abstract

This study examined the association between academic buoyancy and academic burnout among high school students in Gowa Regency, South Sulawesi, Indonesia. Using a quantitative, cross-sectional correlational design, data were collected from 517 students recruited through accidental sampling across eight public senior high schools. Academic buoyancy was measured using a four-item adaptation of the Academic Buoyancy Scale (α = .821), while academic burnout was measured using a 37-item scale (α = .975). Simple linear regression indicated that academic buoyancy was significantly and negatively associated with academic burnout, B = -0.812, SE = 0.095, β = -.352, t(515) = -8.538, p < .001, accounting for 12.4% of the variance in burnout scores (R² = .124, adjusted R² = .122). These findings suggest that academic buoyancy may function as a psychological resource associated with lower levels of academic burnout among Indonesian high school students. Given the cross-sectional design, causal interpretation should be made with caution, and the findings should be considered a basis for further longitudinal or experimental research.
Perceived Research Environment to Flourishing at Work: The Serial Mediating Roles of Research Resilience and Career Calling among Private University Lecturers Sri Muliati Abdullah; Dian Ratna Sawitri; Reny Yuniasati; Dewi Soerna Anggraeni
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32633

Abstract

Private university lecturers in Indonesia face persistent research demands while working within uneven institutional research ecosystems. Although research productivity is often discussed, less attention has been given to the psychological pathway through which a supportive research environment strengthens lecturers’ well-being. This cross-sectional study examined whether research resilience and career calling serially accounted for the association between perceived research environment and job flourishing. Participants were 109 lecturers at Indonesian private universities. Partial least squares structural equation modeling, reflective–reflective higher-order constructs, and 5,000 bootstrap samples were used. Perceived research environment was positively associated with research resilience and job flourishing but was not directly associated with career calling. Contrary to the directional hypotheses, research resilience was negatively associated with career calling, and career calling was negatively associated with job flourishing. The serial indirect association was positive (β = .085, 95% confidence interval [.037, .174]), while the positive direct association remained (β = .284, 95% confidence interval [.097, .471]), indicating complementary partial mediation. The model explained 46.4% of job-flourishing variance. The findings suggested that supportive research conditions were associated with flourishing, whereas career calling could have a double-edged role in demanding academic contexts.
Work-to-Family and Family-to-Work Conflict as Correlates of Fear of Success among Female Bank Employees in Indonesia Alzahrah Maharani; Abdul Rahmat; St. Hadjar Nurul Istiqamah
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32735

Abstract

This study examined whether work interference with family (WIF) and family interference with work (FIW) were associated with fear of success among female bank employees in Indonesia. A quantitative correlational design was used with 167 married or previously married participants selected through purposive sampling. Data were collected using the Fear of Success Scale and the Work-Family Conflict Scale and analyzed through multiple linear regression. The findings showed that WIF and FIW were jointly associated with fear of success, F(2, 164) = 25.40, p < .001, explaining 23.7% of the variance. WIF was positively associated with fear of success, whereas FIW was not uniquely associated with it after controlling for WIF, although FIW was significantly correlated with fear of success at the bivariate level (r = .386, p < .001). These results suggest that work-related demands showed a stronger unique association with concerns about career success than family-related demands. Banking organizations may therefore benefit from reducing work-to-family interference through realistic workloads, flexible schedules, supportive promotion policies, and childcare support.
Making Sense of Origins and Felt Safety after Repeated Interpersonal Victimization: A Qualitative Single-Participant Study Annisa Firdausy Iftitahur Rahma; Fitrania Maghfiroh
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32795

Abstract

Repeated interpersonal victimization can shape posttraumatic distress and young people’s understandings of safety, family belonging, and identity. Yet these processes are often examined separately, particularly among young people raised in informal nonbiological caregiving arrangements. This qualitative single-case study explored how an 18-year-old Indonesian woman made sense of repeated victimization, her nonbiological origins, posttraumatic stress experiences, and efforts to rebuild safety. Data comprised five semi-structured interviews with the participant and two contextual interviews with her caregiving mother. The data were analyzed primarily inductively using experiential, contextualist reflexive thematic analysis. Four themes were developed: (1) safety repeatedly collapsed across relationships and settings; (2) learning about her origins changed how she interpreted herself and her past; (3) the past remained present as an everyday threat; and (4) safety was rebuilt without erasing earlier harm. The findings show that posttraumatic distress was embedded in relational expectations, embodied vigilance, selective disclosure, family belonging, and narrative reconstruction. The study contributes an idiographic account in which felt safety connects repeated victimization, origin-related self-understanding, and recovery. Trauma-informed practice should therefore address symptoms alongside relational safety, agency, boundaries, belonging, and meaning-making. These analytically generalizable findings require further examination across diverse caregiving and cultural contexts using larger, more diverse samples.
Does Resilience Buffer the Association Between Academic Burnout and Academic Procrastination? Evidence From Indonesian Undergraduate Thesis Students Najla Shalastya Wiesner Aisy; Khoirur Reza; Nanda Audia Vrisaba
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32836

Abstract

Academic procrastination is a persistent concern among university students completing an undergraduate thesis. This cross-sectional study examined whether psychological resilience moderated the association between academic burnout and academic procrastination. Participants were 180 undergraduate thesis students at a university in East Java, Indonesia, recruited through purposive sampling. Academic burnout, psychological resilience, and academic procrastination were assessed using Indonesian-language instruments. Moderated regression was estimated using mean-centered predictors and 5,000 bootstrap resamples. The interaction between academic burnout and resilience was positive and statistically significant (B = 0.017, bootstrap SE = 0.008, 95% CI [0.002, 0.033], p = .026), accounting for an illustrative additional 2.2% of variance beyond the main effects. Illustrative simple-slope estimates suggested that the burnout-procrastination association was negligible at low resilience (B = 0.024, p = .884), nonsignificant at mean resilience (B = 0.228, p = .104), and positive at high resilience (B = 0.432, p = .006). The full model explained 22.7% of the variance in academic procrastination. These results suggest that resilience may not operate as a uniform buffer when burnout is elevated; however, the conditional estimates must be verified using the original dataset before substantive conclusions are drawn.  
Multilevel Determinant of Delays Along the TB Care Pathway in Low and Middle-Income Countries: A Scoping Review Sheila Puspitaningtyas; Zahroh Shaluhiyah; Ratih Indraswari
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32839

Abstract

Tuberculosis (TB) diagnostic delay remains a major challenge in low- and middle-income countries (LMICs). To map multilevel determinants of TB diagnostic delay across the TB care pathway in LMICs and identify the stages at which they contribute to delay. A scoping review was conducted using the Arksey and O’Malley framework. PubMed/MEDLINE, Scopus, ProQuest, and ScienceDirect were searched for English-language empirical studies published within the past five years. Determinants were categorized into individual, sociocultural, socioeconomic, and health system factors and mapped across four stages adapted from Scott et al.’s Model of Pathways to Treatment. 13 studies from seven LMICs were included. Individual and sociocultural determinants were prominent in the early stages, socioeconomic factors became more relevant at first consultation, while health system determinants were more prominent at diagnosis. TB diagnostic delay is a multilevel and stage-specific process, requiring integrated interventions across the TB care pathway.
Sociocultural Drivers and Psychosocial Consequences of Tuberculosis Stigma Across Community, Healthcare, and Policy Contexts: A Scoping Review Putri Qurrata A’yun; Bagoes Widjanarko; Zahroh Shaluhiyah
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32849

Abstract

Tuberculosis (TB)-related stigma undermines timely diagnosis, treatment engagement, mental health, and social participation. This scoping review mapped sociocultural drivers and psychosocial consequences of TB stigma across community, healthcare, and policy contexts, while distinguishing evidence from people affected by TB, general community members, and policy documents. Following JBI guidance and PRISMA-ScR, PubMed, Scopus, ScienceDirect, and JSTOR were searched for English-language primary studies published from 1 January 2021 to 31 May 2026; the final search was run on 18 July 2026. A single reviewer screened records and charted study characteristics, stigma domains, mechanisms, consequences, and limitations, with all entries rechecked against the source reports. Seventeen studies spanning Africa, Asia, Europe, and the Americas were included. Reported drivers clustered around fear of contagion, moral or spiritual attribution, symbolic conflation of TB with other devalued identities, structurally stigmatising practices, and gendered social expectations. Reported consequences included anticipated and internalised stigma, concealment, social isolation, depressive and anxiety symptoms, economic exclusion, and disruption across the care cascade. The evidence was dominated by cross-sectional and facility-linked studies; only one study used a prospective design, and intervention evidence was absent from the included primary-study set. The findings suggest that TB stigma is not adequately explained as an information deficit alone. Multilevel responses should combine accurate transmission communication, confidential and non-stigmatising services, psychosocial support, livelihood protection, and community co-design. Longitudinal and intervention studies are required to test the temporal and causal pathways mapped in this review.
Integrating TPACK into Beginning Reading Instruction: A Single-Case Study of Teacher Adaptation Annisa Yumna Rizq; Sofyan Iskandar; Primanita Sholihah Rosmana
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32855

Abstract

This qualitative single instrumental case study examined how Technological Pedagogical Content Knowledge (TPACK) was enacted and adapted in Grade II beginning reading instruction at one technology-active public elementary school in Karawang Regency, Indonesia. Data were generated over six weeks through six non-participant classroom observations, semi-structured interviews with five participants (one teacher, one principal, one parent, and two students), and analysis of instructional documents. A hybrid deductive-inductive thematic analysis combined a priori codes derived from the seven TPACK domains with data-driven codes concerning adaptation, infrastructure, and participant experience. Three themes were developed: content-aligned multimodal enactment of TPACK; adaptive responses to learner variability and infrastructure constraints; and perceived affordances and tensions of technology-supported reading. Across the observed lessons, the teacher combined videos and an interactive board with letter cards, spelling guidance, group activities, and individualized support. Participants described digital media as engaging and helpful for presenting reading content, while also identifying unstable connectivity, uneven teacher and parent digital capacity, recreational screen use, and possible overreliance on technology. Because the case was purposively selected for established technology use and students’ literacy achievement was not directly assessed, the findings should be interpreted as context-bounded evidence about instructional processes and perceptions rather than evidence of improved reading proficiency.
Differences in Career Planning Across Self Concept Levels Among Senior High School Students in Padang Indonesia Muhammad Ridho Adiputra; Afdal
Journal of Educational, Health and Community Psychology VOL 15 NO 3 SEPTEMBER 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32888

Abstract

Career planning enables adolescents to translate self-knowledge and information about educational and occupational opportunities into realistic goals and actions. This cross-sectional study examined differences in career planning across self-concept levels among 394 Grade 11 students in Padang, Indonesia, recruited through cluster sampling. Participants completed a 51-item career-planning questionnaire and a 29-item self-concept questionnaire. The mean scores were 186.53 (SD = 10.21) for career planning and 105.24 (SD = 14.38) for self-concept. Among the career-planning domains, choice formulation showed the highest relative mean, whereas action planning showed the lowest. A one-way analysis of variance indicated significant differences in career-planning scores across low, moderate, and high self-concept groups, F(2, 391) = 12.64, p < .001, η² = .061. Scheffé-adjusted comparisons showed that students with high self-concept had significantly higher career-planning scores than those with low self-concept (mean difference = 5.31, p = .004) and moderate self-concept (mean difference = 5.42, p < .001). The low and moderate groups did not differ significantly. These findings suggest that stronger self-concept is associated with more developed career planning, particularly when distinguishing students with high self-concept from their peers. School counseling programs should integrate self-exploration, career-information literacy, goal setting, and structured action planning.

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