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.

Education was regarded as a long-term investment to develop superior human resources. Unfortunately, the education system in Indonesia remained overshadowed by inequality and systemic obsolescence, making the reinforcement of self-regulated learning (SRL) as the foundation of students’ learning autonomy urgently necessary. The objective of this study was to investigate the impact of Technology Compatibility and Social Support on the SRL of students at Catholic Senior High School Bhakti Luhur Malang, Indonesia. Employing a quantitative approach, data were collected from 144 students selected through a stratified random sampling technique. The research instrument consisted of questionnaires for the three measured constructs, all of which had been validated in advance. Multiple linear regression analysis was conducted using SPSS software. The results revealed that the correlation coefficient between the independent and dependent variables was r = 0.786, indicating a strong relationship. In terms of causality, the simultaneous regression analysis yielded p = 0.001 < 0.05, suggesting that the regression model was appropriate for predicting students' SRL. Furthermore, the variables of Technology Compatibility and Social Support were found to significantly affect SRL individually, with each showing a p = 0.001. Therefore, both simultaneously and individually, the two independent variables significantly influenced students’ SRL, with Social Support contributing more than Technology Compatibility.

Analog board and card games featuring reveal-and-react mechanics, characterized by immediate player responses to newly disclosed game elements, have emerged as promising tools for enhancing executive functions (EF), attention, memory, and problem-solving skills in children. This systematic review synthesizes findings from 13 studies, assessing the cognitive impact of reveal-and-react gameplay in participants aged 3–18, with particular emphasis on children aged ≤12 years. Results consistently indicate improvements across core EF domains such as inhibitory control, cognitive flexibility, and working memory. Notable games identified include Ghost Blitz, Dobble, Bee Alert, and Speed Cups, which provide structured yet engaging environments for cognitive training. The review underscores reveal-and-react mechanics as potent catalysts for developing rapid decision-making, attention control, and working memory updating. Moreover, these games hold significant educational and clinical potential, offering scalable, cost-effective interventions adaptable across diverse settings, including classrooms and therapeutic contexts. Despite limitations in study heterogeneity and longitudinal data scarcity, the collective evidence supports integrating these games into child-focused cognitive enhancement programs.

Social skills are an important aspect in developing the character of 21st century students, especially in facing the challenges of communication, collaboration, and cross-cultural interaction. However, there is no measurement instrument specifically designed to assess students' social skills in the context of higher education in Indonesia. This study aims to develop and evaluate a valid, reliable, and gender- and department-free Student Social Skills Instrument (S3I). The research sample consisted of 575 responses collected from various departments at IKIP Siliwangi, consisting of 113 male students (19.7%; SD = -0.79) and 462 female students (80.3%; SD = 0.69). The S3I instrument consists of 204 items arranged on a 5-point Likert scale. Data analysis was conducted using the Rasch model approach, including analysis of item validity, reliability, unidimensionality, and Differential Item Functioning (DIF) based on gender and department. The results showed that the S3I instrument had very high reliability (α = 0.98), met the criteria of unidimensionality (explained variance 29.8%), and most of the items showed conformity with the Rasch model. However, some items were found to be inappropriate and biased towards certain genders or majors, so they needed to be revised further. Overall, the S3I was stated as an appropriate and accurate measuring instrument to assess students' social skills in the context of higher education.

Sleep is a fundamental biological process critical for cognitive function, emotional regulation, and physical health. Despite its importance, sleep disorders have become increasingly prevalent globally, contributing to reduced quality of life, impaired daily functioning, and elevated risks for chronic illnesses, for example cardiovascular disease and depression. Current treatments, such as pharmacotherapy and cognitive-behavioral therapy, also have limitations such as limited accessibility, side effects, and costs, therefore there is a need for alternative, low-risk, and accessible intervention to improve sleep quality. Music therapy, as a non-invasive and cost-effective approach, appears as a promising candidate, but requires systematic evaluation to establish its efficacy. This meta-analysis investigates the effectiveness of music therapy for individuals experiencing sleep disorders. A systematic review of prior studies was conducted; Egger’s regression test confirmed the absence of publication bias (p >0.05). Results demonstrated a large effect size (Hedge’s g =1.29), indicating that music therapy substantially enhances sleep quality. Future research should incorporate objective sleep measurements such as electroencephalography (EEG) and actigraphy, alongside subjective self-reports. Utilizing objective sleep monitoring technologies should further our knowledge regarding the mechanisms underlying music’s effects on sleep. Overall, this study reinforces viability of music therapy as an accessible and effective tool for managing sleep disorders and emphasizes the need for continued rigorous research.

This research aims to determine the effectiveness of psychoeducation on emotional intelligence about changes in learning motivation, self-regulated learning, and academic procrastination. Providing Emotional Intelligence psychoeducation is hoped to increase learning motivation, self-regulated learning, and reduce academic procrastination. The research method used is a quasi-experimental one-group pretest-posttest design. The participants in this study are 63 students from STIPAS Tahasak Danum Pambelum, Palangkaraya Diocese. Participants were given an intervention in the form of emotional intelligence psychoeducation. The evaluation of the intervention used the Kirkpatrick criteria levels, namely the reaction level measured using a reaction test, the knowledge level measured with an emotional intelligence knowledge test, and the behavior level with a learning motivation scale, self-regulation scale, and procrastination scale. The results of the data analysis using the Wilcoxon Signed Ranks Test show a significant difference between before and after the psychoeducation was provided, with a learning motivation value of z = -5.848 with p = 0.00 (p<0.05), self-regulated learning value of z = -5.773 with p = 0.00 (p<0.05), and procrastination value of z = -5.440 with p = 0.00 (p<0.05). Psychoeducation on emotional intelligence is effective in increasing learning motivation, self-regulated learning, and reducing procrastination.

Education, as a strategic investment in the development of high-quality human resources, was expected to serve as the primary means of fostering students’ self-regulated learning (SRL) abilities. However, various challenges within Indonesia’s educational system had, in fact, hindered the development of SRL among students – an essential foundation for effective learning. This study aimed to examine the influence of pastoral care and self-efficacy on the SRL of students at Frateran Catholic Senior High School, Malang. Employing a quantitative approach, data were collected from a random sample of 140 students. The data collection instruments consisted of questionnaires representing the three scales, each of which had been previously validated. Statistical analysis was conducted using the SPSS program with multiple regression techniques. The results indicated that the correlation coefficient between the independent variables and the dependent variable was 0.722, which was interpreted as strong. Regarding causality, simultaneous regression analysis yielded a Sig.F value of 0.001, which was lower than 0.05, indicating that the regression model could be used to predict students’ SRL. Furthermore, on a partial basis, both pastoral care and self-efficacy were shown to significantly influence students’ SRL (each with a p-value = 0.001). It was therefore concluded that, both simultaneously and partially, all predictor variables had a significant influence on students' SRL, with self-efficacy exerting a greater effect than pastoral care.

This study investigates the application of Islamic guidance and counseling to foster gratitude among students at Madrasah Aliyah (Islamic senior high school) Syekh Abdul Qodir Al-Jailani, Probolinggo. Using a quasi-experimental design with a one-group pretest-posttest approach, the study assessed gratitude levels before and after intervention. The gratitude scale, developed based on aspects of personal and transpersonal gratitude, was administered to a purposive sample of 229 students. Data analysis using a paired sample t-test revealed a significant increase in students' gratitude scores post-intervention (Sig. < 0.05). The intervention involved delivering materials on gratitude, positive perspective (khusnudzon), and appreciation, aligning with Islamic principles to promote emotional resilience, spiritual growth, and prosocial behavior. The findings suggest that integrating gratitude into Islamic counseling not only enhances emotional stability but also strengthens students' social relationships and spiritual well-being. For counselors, the study underscores the importance of culturally and spiritually sensitive approaches, particularly in Islamic settings, to address students' psychosocial and spiritual needs. The results imply that incorporating practices like reflection, prayer, and empathy into counseling can create a supportive framework for fostering gratitude as a sustainable habit, contributing to students' holistic development. This approach provides a model for counselors to align therapeutic interventions with clients' cultural and spiritual values, promoting resilience and overall mental health.

Career Decision Self-Efficacy (CDSE), which reflects an individual's confidence in making effective career decisions, is influenced by various factors, particularly sex and ethnicity. This quantitative, non-experimental cross-sectional study aims to compare CDSE levels among young men and women from five ethnic groups in Indonesia: Mentawai, Kutai, Lombok, Palu, and Papua. The study involved 75 participants, 38 males and 37 females—who completed the Career Decision Self-Efficacy Scale–Short Form (CDSES-SF), which demonstrated high reliability (Cronbach’s alpha = 0.901). The results revealed gender-based differences in CDSE dimensions. Male participants scored highest in goal selection (M = 4.79, SD = 0.66) and lowest in planning for the future (M = 4.48, SD = 0.67). In contrast, female participants showed the highest score in occupational information (M = 4.74, SD = 0.61) and the lowest in problem solving (M = 4.43, SD = 0.82). Ethnic differences were also observed. The lowest scoring CDSE dimensions varied: occupational information for Mentawai (M = 4.32, SD = 0.61) and Palu (M = 4.24, SD = 0.43); planning for the future for Kutai (M = 3.70, SD = 0.81) and Papua (M = 3.37, SD = 0.56); and goal selection for Lombok (M = 3.57, SD = 0.88). Based on these findings, it is recommended that counselors provide group or classical guidance and career-focused counseling/psychotherapy to help students strengthen CDSE dimensions where scores remain low, thereby supporting informed and confident career decision-making.

This study aims to determine the contribution of the intensity of participation in psychoeducational group guidance to the academic emotions of students in Jember Islamic boarding schools. Academic emotions play an important role in determining the quality of students' learning, while psychoeducational group guidance provides space for students to recognize, express, and manage their emotions positively in the context of learning. This study uses a quantitative approach with a simple linear regression design. The population in this study were students who actively participated in group guidance activities in several Islamic boarding schools in Jember, with samples selected purposively. The instruments used were a questionnaire on the intensity of participation and an academic emotion scale that had been tested for validity and reliability. The results of the regression analysis showed that the intensity of participation in psychoeducational group guidance contributed significantly to students' academic emotions (p <0.05), with a contribution of 30% (R² = 0.30). This finding indicates that the more intense the participation of students in group guidance activities, the more positive the academic emotions they have. This study recommends that Islamic boarding schools integrate psychoeducational programs more systematically in student guidance activities.