Bulletin of Counseling and Psychotherapy

Self-Compassion, Self-Acceptance, and Subjective Well-Being in Adolescents Who Have Experienced Being Motherless Since Childhood

Irene Cecilia Siwalette — 2025-10-04

A mother plays a significant role and responsibility in her child's life, as her attention and affection facilitate many aspects of the child's development. The loss of a mother's role can lead to sorrow that results in disappointment and frustration for children entering their teenage years, which can if held for a long time, affect their overall life satisfaction. To help adolescents avoid negative evaluations regarding the absence of a mother’s role, it is necessary for them to better understand themselves through the application of self-compassion and unconditional acceptance of themselves. This study aims to determine the predictor of self-compassion and self-acceptance together on the subjective well-being of adolescents who have experienced motherlessness since childhood. The research method used is quantitative with a multiple regression analysis design. A total of 203 adolescents who have experienced being motherless since childhood were recruited as participants using the purposive sampling technique. The research measurement used the Self-Compassion Scale (SCS) for the self-compassion variable, the Unconditional Self-Acceptance Questionnaire (USAQ) for the self-acceptance variable, and the Positive and Negative Affect Schedule (PANAS) paired with the Satisfaction with Life Scale (SWLS) for the subjective well-being variable. The research results show that the major hypothesis is accepted (F = 29.980 and sig. = 0.000), which is that self-compassion and self-acceptance have a predictor on subjective well-being in adolescents who have experienced motherlessness since childhood. Minor hypothesis 1 is accepted (r = 0.465 and sig. = 0.000), which states that self-compassion predictor subjective well-being in adolescents who have experienced motherlessness since childhood, while minor hypothesis 2 is rejected (r = 0.042 and sig. = 0.528), indicating that self-acceptance does not predictor subjective well-being in adolescents who have experienced motherlessness since childhood. This indicates that the state of subjective well-being in adolescents who have lost the role of a mother since childhood can be influenced by the application of love and unconditional acceptance towards oneself. However, another finding in this study indicates that only self-compassion has a direct predictor, while self-acceptance has no direct predictor on the subjective well-being of adolescents who have experienced motherlessness since childhood.

The Effect of Exposure to Violent Video Games on Students’ Aggressive Tendencies

Wa Ode Lili Andriani Nasri — 2025-11-12

The rapid development of digital technology has made online games a part of students' daily lives, including games containing violent elements. This phenomenon raises concerns because exposure to violent games is suspected of contributing to increased aggressive behavior among adolescents. Therefore, this study aims to determine the effect of violent games on the aggressive behavior of junior high school students. This study used a quantitative approach with a correlational design. The study sample consisted of 282 junior high school students spread across three provinces, namely West Sumatra, Jakarta, and Southeast Sulawesi, consisting of 121 male students and 161 female students. This study used two scales: the violent game scale and the aggressiveness scale. Data analysis was conducted through simple linear regression analysis. The results showed that playing violent games significantly influenced aggressive behavior. The coefficient of determination (R Square = 0.253) indicated that 25.3% of students' aggressive behavior was explained by the intensity of playing violent games, while the rest was influenced by other factors. The implications of this research are the need for active participation by schools, parents, and the community in monitoring and providing alternative positive activities that can reduce students' exposure to violent games.

Social Stigma as a Predictor of Academic Help-Seeking Behavior: Evidence from Indonesian College Students

Indra Prapto Nugroho — 2025-11-17

High academic pressure, social expectations, and performance demands make students vulnerable to psychological disorders. Although seeking academic help is an important adaptive strategy, many students refrain from doing so for fear of being perceived as weak or incompetent. Previous research has focused more on stress factors, literacy, and personality, while the role of social stigma as a direct determinant of academic help-seeking behavior has not been widely explored, especially in the Indonesian cultural context. Therefore, this study aims to determine how social stigma affects academic help-seeking in college students. The research sample was purposive sampling, resulting in 303 participants (53 males and 250 females) who were active students in Sumatera, Java, and Kalimantan, Indonesia, with experiences of unpleasant social stigma. Data collection techniques used the Academic Help-Seeking Scale (AHSS) and the Public Stigma Scale (PSS). Data analysis techniques using quantitative methods with simple regression. The results showed that, simultaneously, public stigma is a predictor and contributes to academic help-seeking.

Teachers as Safeguards: An Analysis of Teachers' Attitudes Towards Child Sexual Abuse

Liza Fidiawati — 2025-11-17

Child sexual abuse is a serious problem that has a significant impact on child development and protection, making teachers' attitudes as protectors in the school environment crucial. However, research examining the psychological factors that shape teachers’ attitudes toward child sexual abuse, particularly in the context of developing countries, remains limited and fragmented. This study aims to analyse the influence of teachers' attitudes toward child sexual abuse, specifically examining the role of anxiety, trust, and commitment in shaping these attitudes. The method used was a quantitative survey design. The research sample consisted of 307 kindergarten teachers in Banda Aceh City, Indonesia, randomly selected and stratified by length of work experience. The instrument used was the Teachers' Attitudes Toward Reporting Child Sexual Abuse, which consists of 21 items with a five-point Likert scale, divided into three main factors: anxiety, trust, and commitment. Data were analysed using multiple regression to measure the influence of independent variables on teachers' attitudes as the dependent variable. The results showed that teachers' commitment and trust significantly strengthened proactive attitudes in preventing and addressing child sexual abuse, while anxiety had a negative effect.

Bullying Prevention Strategies Among Vocational School Students: A Qualitative Study

Ani Wardah — 2025-11-17

This qualitative research investigates strategies for preventing bullying in Indonesian vocational high schools by conducting in-depth interviews with 12 teachers and 8 counsellors from 4 schools in Banjarmasin. The study identifies four main forms of bullying: verbal harassment, social exclusion, cyberbullying, and physical aggression, noting that underreporting is prevalent due to the normalisation of these behaviours and fear of retaliation. The findings indicate that although current interventions, such as counselling and awareness campaigns, show potential, their effectiveness is limited by three systemic challenges: (1) insufficient training for teachers in addressing cyberbullying, (2) inconsistent implementation of policies across different schools, and (3) a lack of parental involvement. To address these challenges, the research introduces a tripartite intervention model, a novel contribution to the field, integrating restorative justice practices, digital reporting systems, and community partnerships. This hybrid approach is particularly effective in vocational high school settings, where peer hierarchies and vocational pressures heighten the risk of bullying. Limitations of the study include its focus on a localised sample (n = 20) and the qualitative nature of the methodology, indicating the need for longitudinal research across Indonesia's diverse regions. These evidence-based strategies provide a new framework for policymakers aimed at reducing bullying-related disparities in vocational education.

Exploring a Positive Discipline Approach to Foster Academic Motivation in Senior High School: A Stakeholder Perspective

Hermahayu Hermahayu — 2025-12-04

This study explores the perceptions of educators, students, and parents regarding the implementation of positive discipline in schools and its influence on students’ academic motivation. It examines how principals, teachers, students, supervisors, and parents understand and apply positive discipline, including its various forms, perceived effectiveness, challenges, and supporting factors. Data were gathered through Focus Group Discussions (FGDs) with 30 participants divided into four stakeholder-based groups. Using thematic analysis, the findings reveal that teachers’ understanding of positive discipline remains inconsistent, affecting the quality and uniformity of its implementation. While positive reinforcement and reflective group discussions are commonly practiced, punitive approaches still appear in some classrooms. The study shows that positive discipline contributes to increased student motivation, stronger classroom engagement, and healthier relationships within the school environment. Challenges include limited teacher training, inconsistent application, and occasional resistance from students or parents, whereas supportive school policies and strong communication with families serve as enabling factors. The study acknowledges several limitations, including a relatively small and heterogeneous participant group and the reliance on FGDs, which may introduce social desirability bias. Additionally, because the research focuses on senior high and vocational schools, its findings may not fully represent other educational levels. Despite these limitations, the study underscores the need for institutional support, ongoing teacher professional development, and active parental involvement to enhance the practice of positive discipline. It provides a culturally grounded perspective on positive discipline in Indonesian schools and highlights its role in fostering student motivation and cultivating a positive educational climate.

A Meta-Analysis of Organizational Culture and Transformational Leadership Effects on Teacher Performance

Surwiti Surwiti — 2025-12-07

This study conducts a meta-analysis to examine the effects of organizational culture and transformational leadership on teacher performance across multiple educational contexts. A systematic search was performed through ScienceDirect, Eric, Taylor & Francis, and Google Scholar databases, applying rigorous inclusion criteria for quantitative studies published between 2015 and 2025. From 1250 identified articles, 22 met the eligibility requirements, consisting of 11 studies on organizational culture and 11 on transformational leadership. The random-effects model for organizational culture revealed a significant positive effect on teacher performance (r = 0.448, p < .001), categorized as moderate, though high heterogeneity (I² = 80.18%) indicated contextual variation across studies. In contrast, transformational leadership showed a consistent and significant positive effect (r = 0.441, p < .001) under the fixed-effects model, with low heterogeneity (I² = 4.05%), reflecting stable results across different educational settings. These findings affirm that both organizational culture and transformational leadership are critical determinants of teacher performance, but the influence of organizational culture is more context-dependent. Theoretically, this study enriches the literature on educational management by synthesizing empirical evidence, while practically, it offers insights for policymakers and school leaders in designing strategies to enhance teacher performance through organizational culture development and transformational leadership practices.

Psychological Effects in the Relationship of Digital Human Resource Management to Employee Resilience: A Literature Review

Santy Berliana Naibaho — 2025-12-08

The COVID-19 pandemic has created rapid changes that led many companies to speed up digital transformation, particularly in the management of human resources. A key development in this process is the adoption of Digital Human Resource Management (DHRM), an approach that brings digital technologies into HR functions. This study aims to systematically review the literature linking DHRM to employee resilience, focusing on the psychological impact of the interaction between technology and individuals. Using a systematic literature review (SLR) method, 50 articles from Scopus and ProQuest were analyzed. The results show that DHRM contributes to employee psychological resilience by increasing self-efficacy, psychological safety, and agility and creating an emotionally supportive digital workspace. The study found that psychological aspects like coping strategies, emotions, and perceived support are essential in linking digital systems with employee resilience. The study suggests using an interdisciplinary perspective that brings together technology and psychology to develop effective DHRM systems while also addressing employees’ psychological well-being.

The Fear of Imperfection: Career Anxiety as an Impact of Body Dysmorphic Disorder

Merri Hafni — 2025-12-08

Body Dysmorphic Disorder (BDD) causes individuals to focus excessively on physical flaws, thus reducing self-confidence and belief in their abilities. This low self-confidence can trigger career anxiety, as individuals feel their appearance is a barrier to competing and adapting in the workplace. However, since evidence on the relationship between BDD and career-related psychological outcomes among students remains fragmented, little is known about how body image concerns specifically influence students’ readiness and confidence in pursuing their future careers. This study aims to determine the effect of BDD on the level of career anxiety of students. The method used is quantitative correlation. The research sample was 310 randomly selected students. Data analysis in this study used simple linear regression. The results showed a significant influence between BDD and career anxiety. The higher the level of BDD, the higher the career anxiety experienced by students. New findings from this study reveal that social media factors, social pressure, and family expectations can exacerbate the impact of BDD on students' career readiness. The implications of this study emphasize the importance of Guidance and Counseling services in addressing students' body image issues and career anxiety holistically and preventatively.

The Moderating Role of Goal Orientation in the Relationship Between Self-Efficacy, Peer Support, and Academic Resilience Among University Students

Antonina Pantja Juni Wulandari — 2025-11-25

Academic resilience refers to an individual's ability to cope with pressures within the academic environment and to recover from setbacks or adverse situations. It is influenced by both internal and external factors. Previous research has extensively examined self-efficacy as an internal factor and peer social support as an external factor contributing to academic resilience. This study explores the psychological mechanism underlying these relationships by introducing goal orientation as a moderating variable in the influence of self-efficacy and peer support on academic resilience. The types of goal orientation examined include learning goal orientation, avoiding goal orientation, and proving goal orientation. A moderation test was conducted using hierarchical regression analysis with a sample of 1,082 university students from a private higher education institution in Jakarta. The findings revealed that both learning goal orientation and avoiding goal orientation significantly strengthened the effect of self-efficacy on academic resilience, while proving goal orientation significantly weakened this relationship. These results suggest that goal orientation can be leveraged to support students who have trouble adjusting during the early stages of university life. However, the study also found that goal orientation did not significantly moderate the relationship between peer social support and academic resilience. It is suggested that this may be due to the inherently strong role of peer relationships among individuals in this age group, reducing the influence of goal orientation in their adaptation process to university settings.

Validity and Reliability of the Objective Measure of Ego Identity Status Adaptation: The Rasch Model Approach

Nur Fadhilah Umar — 2025-12-15

Ego identity plays a crucial role in shaping an individual’s self-concept, career decisions, and social relationships. Accurately measuring ego identity status is essential for understanding identity formation and promoting healthy psychological development. This study examines the validity and reliability of the adapted Objective Measure of Ego Identity Status (OMEIS) using the Rasch Model, a contemporary psychometric approach that enhances measurement precision. A sample of 431 university students participated in this study, with data collected through an online questionnaire. Rasch analysis was employed to assess item fit, rating scale effectiveness, person reliability, and item difficulty levels. The results indicate that the adapted OMEIS demonstrates strong structural validity and high item reliability (0.99), although person reliability (0.63) requires improvement. The Wright Map analysis confirms the instrument’s ability to capture variations in ego identity, while item difficulty analysis highlights areas for potential refinement. Findings suggest that the Rasch Model provides a robust framework for validating psychological instruments, ensuring their applicability across diverse populations. This study contributes to the refinement of identity measurement tools and underscores the importance of advanced psychometric methodologies in psychological research

Social Psychology of Disaster Survivors: Case Study of Pekalongan, Indonesia Flood-Affected Residents

M. Yasin Abidin — 2025-12-17

Tidal flooding has become a chronic environmental problem in Simonet Hamlet, Pekalongan, causing daily inundation of up to one meter and accelerating coastal erosion. This study aims to analyze the forms of suffering experienced by affected residents, identify the social-psychological trauma caused by prolonged tidal flooding, and describe the coping strategies used by the community. This research employs a qualitative method using interviews, observations, and documentation, while data were analyzed with an interactive model. The results show that residents experience multidimensional losses, including the destruction of houses and land, restricted mobility due to isolation, declining health conditions, loss of stable employment, and increased socio-economic burdens. The social-psychological impacts include recurring trauma during flood events, stress related to submerged homes and unstable livelihoods, forced job diversification, and the loss of long-term aspirations. To cope with these conditions, residents adopt physiological and psychological adaptation strategies and periodically evacuate to higher ground. The findings underscore the need for integrated disaster-management policies and psychosocial support to strengthen community resilience in chronically flooded coastal areas.

Cultural and Religious Dimensions of Career Search Efficacy: A Qualitative Study of Vocational High School Students

Asriyana Asriyana — 2025-12-02

This study explores how cultural and religious values shape the career search efficacy of vocational high school students (SMK) in Banda Aceh, Indonesia. Using a qualitative exploratory-descriptive approach, data were collected through semi-structured interviews and focus group discussions (FGDs) involving students and guidance counselors. The findings reveal that career search efficacy is deeply embedded within Acehnese cultural norms, including Islamic principles, familial decision-making (musyawarah), and informal social interactions such as coffee shop discussions. The analysis identified four key dimensions of culturally influenced career search efficacy: career exploration, interview efficacy, networking efficacy, and personal exploration. These dimensions illustrate that students' career development is not only an individual process but also one that is shaped by community values and spiritual beliefs. However, the contextual nature of the findings and the limited participant scope suggest that further research is needed using mixed methods and broader samples to generalize results. This study contributes to the development of culturally responsive career guidance services and supports the integration of local wisdom into educational practices.

Quality of Life, Peer Social Support, and Mental Health among Students with Disabilities in Indonesia

Agung Daniel Fhilipino Kase Lie — 2025-12-18

Although research on student Mental Health has been widely conducted, there is still a gap in studies that specifically examine the relationship between Quality of Life and Peer Social Support on the Mental Health of students with disabilities in the context of higher education in Indonesia. Students with disabilities in higher education often face significant psychological challenges, such as accessibility barriers, social stigma, and academic pressure that can affect their Mental Health. This study aims to investigate the role of Quality of Life and Peer Social Support in influencing the Mental Health of students with disabilities in Indonesia. The research method uses a quantitative approach with multiple linear regression analysis. The research sample consisted of 104 students with disabilities aged 19-23 years, obtained using accidental sampling techniques. The research instruments consist of the Indonesian Quality of Life Scale (α = 0.942), the Peer Support Questionnaire (α = 0.858), and the Azira Mental Health Scales (α = 0.929). The research results indicate that Quality of Life and Peer Social Support together are a significant predictor of Mental Health (F = 78.163; p = 0.000). Partially, Quality of Life is a significant predictor of Mental Health (t = -12.503; p = 0.000), whereas Peer Social Support does not show a significant predictor of Mental Health (t = -0.030; p = 0.976). These findings emphasize the importance of improving the Quality of Life for students with disabilities as a key strategy in Mental Health interventions, while Peer Social Support needs to be optimized to be more effective in providing a positive impact.