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Empathy : Jurnal Fakultas Psikologi
Published by Universitas Ahmad Dahlan
ISSN : 2303114x     EISSN : 2714786X     DOI : 10.26555
Core Subject : Social,
Social Sciences
Jurnal EMPATHY adalah jurnal yang menerbitkan karya ilmiah mahasiswa psikologi Universitas Ahmad Dahlan. Terbit 2 kali dalam setahun. Menerbitkan karya ilmiah ilmu psikologi yang mencakup semua cabang ilmu psikologi yaitu psikologi klinis, psikologi sosial, psikologi perkembangan, psikologi pendidikan, psikometri dan psikologi industri. Jurnal EMPATHY telah di index di Google scholar, EMBASE, Portal Garuda, dan PILNAS RISTEK.
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Articles 3 Documents
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Search results for , issue "Vol. 9 No. 1 (2026): March Edition" : 3 Documents clear
Fear of intimacy in young adults from divorced families: a systematic review within attachment and family systems perspectives Ridha Alisya Nur Hidayah; B. Primandini Yunanda Harumi
Empathy : Jurnal Fakultas Psikologi Vol. 9 No. 1 (2026): March Edition
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/empathy.v9i1.31223

Abstract

This literature review examines the development of research on fear of intimacy among young adults from divorced families within the framework of attachment theory and a family systems perspective. Although prior studies have investigated the impact of parental divorce on children’s psychological adjustment, there remains a limited understanding of the intrapersonal and relational mechanisms underlying the emergence of fear of intimacy in early adulthood. This review synthesizes findings from 18 peer-reviewed studies published between 2016 and 2025. The main themes identified include behavioral indicators of fear of intimacy (cognitive, emotional, and social), intrapersonal factors influencing fear of intimacy, and gender differences in its intensity and expression. The synthesis reveals that fear of intimacy is a multidimensional construct shaped by negative relational schemas, emotion regulation processes, insecure attachment patterns, and individuals’ capacity for self-acceptance and self-worth. This review highlights prevailing methodological trends dominated by correlational quantitative designs, theoretical contributions in integrating attachment theory and family systems perspectives, and practical implications for psychological interventions targeting young adults from divorced families. These findings provide a foundation for future research in the domains of interpersonal relationships and mental health in early adulthood.
Enhancing critical thinking and soft skills in generation z psychology students through project-based learning: Evidence from a board game intervention Ifa Hanifah Misbach; Maryama, Hanna; Farhan Zakariyya; Gemala Nurendah
Empathy : Jurnal Fakultas Psikologi Vol. 9 No. 1 (2026): March Edition
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/empathy.v9i1.31467

Abstract

Generation Z students are characterized by impatience, fear of missing out (FOMO), low tolerance for conventional learning methods, and difficulties in collaboration during conflict situations. This study aims to implement a Project-Based Learning (PjBL) design for first-semester Psychology students at UPI in the History and Schools of Psychology course, with the goal of enhancing critical thinking through Higher-Order Thinking Skills (HOTS) and developing soft skills. The research employed a mixed methodology combining action research with a single-group pretest–posttest experimental design. Students were tasked with creating board games based on psychological theorists. Evaluation and reflection were conducted periodically by both instructors and students, with instructors providing three formal review sessions. Results indicate that PjBL significantly improves HOTS, leading to enhanced learning outcomes. Statistical analysis revealed significant differences (p < .001) across Review 1, Review 2, and Final Review scores. Qualitative coding of student reflections further demonstrated notable improvements in soft skills, particularly in managing personal and group conflicts. These findings suggest that PjBL is an effective pedagogical strategy for fostering critical thinking and collaborative competencies among Generation Z learners.
Doomscrolling and mental well-being among university students: A qualitative study of late-night digital behavior Yandri, Hengki; Ismanidar, Deltia; Juliawati, Dosi; Daflaini, Daflaini; Rasmita, Rasmita; Darsi, Darsi; Fidya, Yatti
Empathy : Jurnal Fakultas Psikologi Vol. 9 No. 1 (2026): March Edition
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/empathy.v9i1.31580

Abstract

Doomscrolling has evolved beyond a mere habit into a significant maladaptive behavior that systematically erodes the mental well-being of university students. This study explores the nexus between late-night compulsive content consumption and the degradation of psychological health. Employing a qualitative approach, the research focuses on seven purposively selected informants exhibiting extreme device usage (>5 hours/day). This sample size was intentionally curated to achieve phenomenological depth and data saturation, ensuring a rich, granular understanding of the digital experience that large-scale surveys often overlook. Data were gathered through participant observation and in-depth interviews, subsequently analyzed using thematic coding to identify recurring behavioral patterns. The findings reveal that informants spend 3 to 5 hours nightly in a "doomscrolling loop," driven by information anxiety and social pressure (oversharing). Rather than providing a digital escape, this activity consistently delays sleep, triggering emotional exhaustion and a sharp decline in morning cognitive focus. Critically, this study proves that doomscrolling serves as a failed coping mechanism that disrupts time management and psychological stability. These findings contribute to the global discourse on digital mental health by highlighting the urgent need for mindfulness-based digital literacy interventions to help students navigate the demands of a hyper-connected academic environment.

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