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INDONESIA
Psikologika : Jurnal Pemikiran dan Penelitian Psikologi
Published by Universitas Islam Indonesia
ISSN : 14101289     EISSN : 25796518     DOI : -
Core Subject : Education,
Other
Psikologika - Journal of Discourse and Research on Psychology, publishes research and innovative ideas on psychology. Psikologika is published by Department of Psychology, Islamic University of Indonesia. Psikologikan coverage the fields on clinical psychology, educational psychology, developmental psychology, industrial and organizational psychology, social psychology, islamic psychology, and psychological testing. Psychology is published 2 times a year in January and July.
Arjuna Subject : -
Articles 474 Documents
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Adolescent Academic Resilience: The Role of Self-Regulated Learning and Optimism Roosyiana, Dini Roosyiana; Niken Titi Pratitis; Mamang Efendy
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 31 No. 2 (2026)
Publisher : Universitas Islam Indonesia

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Abstract

This study aims to examine the role of Self-Regulated Learning on Academic Resilience with Optimism as a mediating variable among adolescent students. The research was based on the importance of self-regulation and positive attitudes in coping with increasing academic demands. A quantitative approach using Structural Equation Modeling (SEM) with Confirmatory Factor Analysis (CFA) was applied to assess model fit and relationships among variables. The sample consisted of 430 junior high school students selected using a quota sampling technique based on grade level and gender. The results indicated that Self-Regulated Learning was significantly associated with Optimism (β = 0.496; p < .001) and Academic Resilience (β = 0.409; p < .001), while Optimism was also significantly associated with Academic Resilience (β = 0.197; p = .024). The indirect effect (β = 0.098; p = .021) revealed that Optimism partially mediated the relationship between Self-Regulated Learning and Academic Resilience. These findings highlight that the ability to self-regulate learning and maintain an optimistic mindset are closely associated with academic resilience among adolescents. The study suggests integrating reflective learning strategies and psychological support programs in schools to strengthen students' academic resilience.
Teacher Support and Student Well-Being In Secondary Education: A Systematic Literature Review Zainab Zukhrufa; Kurniawati, Farida
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 31 No. 2 (2026)
Publisher : Universitas Islam Indonesia

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Abstract

Student well-being in secondary education is facing a global decline amidst the vulnerable transition of adolescence, which is prone to mental health issues. While previous studies have predominantly highlighted teacher support in the context of academic engagement, its specific role in psychological well-being remains under-synthesized comprehensively. This study aims to investigate the mechanism of teacher support as a vital predictor of student well-being. Employing a Systematic Literature Review (SLR) method following PRISMA 2020 guidelines, a search across Taylor & Francis, Scopus, and ScienceDirect databases for articles published between 2019–2025 yielded 9 empirical studies meeting the inclusion criteria. Data synthesis reveals that teacher support consistently serves as a positive predictor operating through two main mechanisms: a full role as a secondary attachment figure providing emotional security, and a partial role mediating the formation of class cohesion and students' social-emotional competence. In crisis contexts, teachers function as stability anchors reducing students' existential fears. These findings underscore the teacher's position as a protective factor for vulnerable students. This study offers critical implications for developing school interventions that extend beyond pedagogy to prioritize the quality of teacher-student interpersonal relationships.
Psychological Mechanisms of Non-Physical State Repression: A Systematic Review of Collective Protest Research Syarif, Akhmad Saputra
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 31 No. 2 (2026)
Publisher : Universitas Islam Indonesia

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Abstract

Research on state repression of protest has predominantly focused on the use of physical violence, while non-physical forms of repression that operate in subtle and psychological ways have received comparatively less attention. This study aims to examine how psychological mechanisms operate in responses to non-physical state repression of collective action. The study employs a Systematic Literature Review (SLR) approach following PRISMA guidelines, through a literature search in the Scopus and Web of Science databases. From an initial pool of 474 documents, 21 articles that met the inclusion criteria were analyzed in depth. The review identifies four main psychological mechanisms: affective, symbolic, traumatic, and memory-based mechanisms. Affective mechanisms operate through the activation of emotions such as fear, guilt, and respect, which reduce collective efficacy and protest intentions. Symbolic mechanisms function through labeling, moral panic, and discourse control that delegitimize social movements. Traumatic mechanisms indicate the long-term impact of non-physical repression on fear and feelings of helplessness, while memory-based mechanisms operate by managing collective memory to disrupt the historical continuity of resistance. These findings underscore that non-physical repression is widespread, including in democratic contexts, and operates effectively by shaping emotional responses, delegitimizing collective action through discourse and framing, and, in certain contexts, generating enduring traumatic and mnemonic effects that constrain protest participation over time.
The Role of Student Engagement as a Mediator in Quality of School Life Among Low-Income Students Rismawati, Rismawati; Latifa, Rena
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 31 No. 2 (2026)
Publisher : Universitas Islam Indonesia

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Abstract

This study aims to address the research gap regarding the mechanisms that explain how classroom environment, parental involvement, and academic self-efficacy influence the quality of school life among students from low-income backgrounds through the mediating role of student engagement. The study sample consisted of 467 high school students in Indonesia. This study employed a quantitative approach using path analysis, while the construct validity of the instruments was tested using confirmatory factor analysis (CFA). The results indicate that classroom environment, academic self-efficacy, and student engagement collectively account for 53% of the variance in the quality of school life. Furthermore, classroom environment, academic self-efficacy, and parental involvement account for 43% of the variance in student engagement. Student engagement was found to significantly mediate the relationship between classroom environment, parental involvement, and academic self-efficacy on quality of school life. These findings expand our understanding of the role of student engagement as a psychological mechanism linking school, family, and individual factors to the quality of school life among students from low socioeconomic status families. The implications of this study suggest that schools and parents need to collaborate to enhance student engagement by creating a supportive learning environment and strengthening students’ academic self-efficacy.

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