Research on the psychological well-being of children in conflict with the law remains limited, particularly within juvenile correctional settings that emphasize rehabilitation rather than punishment. Therefore, this study aimed to examine the effectiveness of psychoeducation using positive thinking training techniques in enhancing the psychological well-being of adolescents residing in a Special Child Development Institution (LPKA). This study employed a quasi-experimental pre-test–post-test control-group design involving 20 adolescents, consisting of 10 participants in the experimental group and 10 participants in the control group. The experimental group received psychoeducational intervention in the form of positive thinking training, while the control group did not receive any treatment. Psychological well-being was measured using the Happiness Psychological Scale developed by Anggoro and Widhiarso (2010). Data were analyzed using the Mann–Whitney U test and the Wilcoxon signed-rank test. The results of the Mann–Whitney U test indicated a significant difference in psychological well-being between the experimental and control groups (Z = −2.881, p = .004, p < .05), with the experimental group demonstrating higher psychological well-being scores (M = 14.30) than the control group (M = 6.70). In addition, the Wilcoxon signed-rank test revealed a significant increase in psychological well-being within the experimental group between the pre-test and post-test conditions (Z = −1.955, p = .037, p < .05). These findings provide empirical evidence that psychoeducation delivered through positive thinking training effectively enhances adolescents’ psychological well-being in juvenile correctional institutions. The novelty of this study lies in its focus on children in conflict with the law and its examination of psychological well-being as a multidimensional construct within an institutional rehabilitation context, an area that has received limited empirical attention in prior research. The results highlight the potential of psychoeducational interventions as evidence-based strategies to support psychological development and rehabilitation among institutionalized youth.

In the context of rapid technological change and global transformation in higher education, innovative behavior among lecturers has become increasingly important. This study aims to examine the mediating role of critical thinking in the relationship between self-efficacy and innovative behavior among Indonesian university lecturers. Using a quantitative research design, data were collected from 200 active lecturers employed at higher education institutions in Bekasi and Jakarta and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The analysis involved measurement model evaluation and structural model testing to ensure construct reliability and validity. The results indicate that self-efficacy has a significant positive effect on both innovative behavior and critical thinking. Furthermore, critical thinking exerts a significant positive influence on innovative behavior and partially mediates the relationship between self-efficacy and innovative behavior. These findings highlight the importance of integrating motivational and cognitive factors to foster innovation in academic contexts. From an educational psychology perspective, this study contributes to a deeper understanding of the psychological mechanisms through which self-efficacy translates into innovative behavior, particularly through critical thinking. The findings offer theoretical contributions to social cognitive and innovation theories and provide practical implications for higher education institutions in designing professional development programs that strengthen lecturers’ self-efficacy and critical thinking skills to support sustainable innovation.

This study examines the relationship between religiosity and self-control, with emotional intelligence examined as a mediating mechanism. Although prior research has identified associations among these variables, most studies have relied on bivariate analyses and have not sufficiently explored the psychological processes underlying these relationships. A quantitative research design was employed, involving first-year undergraduate students from the Faculty of Tarbiyah at IAIN Kediri. The population consisted of students enrolled in the 2024/2025 academic year, from which 272 participants were selected using simple random sampling. Data were collected using validated self-report questionnaires measuring religiosity, emotional intelligence, and self-control. Path analysis was applied to test both direct and indirect relationships among the variables using SPSS. The findings indicate that religiosity had a strong direct effect on emotional intelligence (β = 0.829) and a modest but statistically significant direct effect on self-control (β = 0.191). Emotional intelligence, in turn, emerged as a strong predictor of self-control (β = 0.639) and significantly mediated the relationship between religiosity and self-control, with an indirect effect of 0.5297. The indirect pathway through emotional intelligence exceeded the magnitude of the direct effect, underscoring the central role of emotional competencies in translating religious commitment into self-regulatory behavior. These results suggest that religiosity contributes to self-control primarily through its influence on emotional intelligence, highlighting emotional intelligence as a key psychological mechanism within Islamic educational contexts. The findings extend existing research by integrating religiosity, emotional intelligence, and self-control within a single mediation model and offer practical implications for character and student development in Islamic higher education. Educational initiatives that simultaneously strengthen religious values and emotional competencies may enhance students’ capacity for adaptive self-regulation and disciplined behavior.

English language proficiency is increasingly vital in today’s globalized world; however, many high school students experience English Learning Anxiety (ELA), which hinders their academic performance and language development. This study aims to explore the psychological determinants of English learning anxiety and to examine how students actively cope with anxiety in authentic classroom contexts. This research employed a qualitative descriptive design with thematic analysis, utilizing semi-structured interviews and classroom observations involving ten high school students from grades 10 and 11 at SMA Ahmad Yani 2 Baureno, Indonesia. The findings indicate that English learning anxiety is shaped by interrelated psychological determinants, including fear of negative evaluation, low self-confidence (self-efficacy), test anxiety, and learning motivation, rather than by isolated factors. Fear of negative evaluation and evaluative pressure emerged as particularly influential in constraining students’ classroom participation, while low self-confidence and test anxiety further intensified emotional distress. In response, students employed adaptive coping strategies, such as relaxation techniques, self-affirmation, peer support, and engagement in activity-based learning (e.g., storytelling, role-playing, and interactive tasks), to regulate anxiety during English learning. This study contributes novel, context-sensitive insights by foregrounding students’ lived experiences and coping processes, thereby extending existing ELA research beyond variable-centered explanations toward a dynamic, process-oriented understanding of anxiety regulation in secondary education contexts. The findings suggest that supportive classroom environments and interactive instructional practices play a crucial role in reducing students’ psychological burden. Accordingly, English language teachers are encouraged to integrate psychologically responsive and interactive teaching strategies to foster emotional safety and learner engagement, particularly within exam-oriented educational settings.

Professional quality of life (ProQOL) is a critical indicator of psychological well-being among special education teachers, particularly given the emotional and instructional demands of teaching students with special needs. Coping strategies represent an important mechanism for managing occupational stress; however, empirical evidence examining how distinct coping strategies relate to multiple dimensions of ProQOL among special education teachers—especially in non-Western educational contexts—remains limited. To address this gap, this study aimed to examine the differential effects of problem-focused, emotion-focused, and avoidant coping strategies on compassion satisfaction, burnout, and secondary traumatic stress among Indonesian special education teachers. This study employed a quantitative, cross-sectional design with 147 teachers working in special schools in the Bekasi area. Coping strategies were assessed using the 28-item Brief COPE Inventory, while professional quality of life was measured using the 30-item Professional Quality of Life Scale (ProQOL-5). Confirmatory factor analysis was conducted to establish construct validity, and multivariate regression analysis using Mplus 7 was performed to test the proposed relationships. The results indicated that problem-focused and emotion-focused coping were positively associated with compassion satisfaction and negatively associated with burnout, whereas avoidant coping was positively associated with secondary traumatic stress. These findings demonstrate that coping strategies exert differentiated effects across ProQOL dimensions rather than uniform influences, highlighting the importance of adaptive coping in sustaining teachers’ professional well-being. By extending ProQOL research beyond healthcare professions and situating it within the context of special education in Indonesia, this study offers context-specific empirical evidence that may inform targeted interventions aimed at enhancing compassion satisfaction and reducing burnout and trauma-related stress among special education teachers.

Generalized anxiety disorder (GAD) is one of the most common anxiety disorders and significantly impacts individual well-being. Early detection using a valid instrument, such as the GAD-7, is essential for effective intervention. However, evidence regarding the psychometric performance of the GAD-7 in developing countries remains fragmented, particularly across student and community populations, necessitating systematic synthesis. This study aimed to systematically review and synthesise evidence on the psychometric properties of the GAD-7, including its validity, reliability, cut-off values, and cultural adaptability, among students and general populations in developing-country contexts. A systematic review was conducted using three databases: PubMed, ScienceDirect, and SAGE Journals. The search employed the keywords “Anxiety Disorder,” “Developing Country,” “Generalized Anxiety Disorder-7,” “Mental Health,” “Psychometric,” and “Student,” using Boolean operators (AND, OR). Of the 3,255 records identified, 15 studies met the inclusion criteria after screening and eligibility assessment and were included in the final synthesis. The review demonstrates that the GAD-7 shows consistently strong construct validity, a stable unidimensional factor structure, and robust convergent validity across diverse cultural and educational settings, with positive correlations observed with related instruments such as the PHQ-9. With high internal consistency (Cronbach’s α = 0.85–0.93) and a commonly supported cut-off score of ≥10, the GAD-7 effectively identifies anxiety symptoms, although context-specific lower cut-off scores were reported in certain clinical and community populations. Overall, the findings indicate that the GAD-7 is a valid, reliable, and culturally adaptable screening instrument for anxiety assessment. By consolidating psychometric evidence across developing-country contexts, this review provides an integrated and up-to-date synthesis that supports the informed use of the GAD-7 in educational, clinical, and public mental health settings, particularly in low-resource environments.

Gender discrimination in the workplace remains a persistent issue in the education sector, where female teachers continue to experience unequal treatment that affects their professional roles and personal well-being. This study aims to explore female teachers’ lived experiences of gender discrimination, focusing on how they perceive and navigate gender bias, the impacts of discrimination on their professional and personal lives, and the coping strategies they employ. Using a phenomenological approach, this study applied Interpretative Phenomenological Analysis (IPA) to in-depth data collected through semi-structured interviews with three female teachers. The findings reveal multiple dimensions of gender discrimination in the school environment, including its underlying causes, psychoemotional impacts, limited institutional support, the role of the work environment, participants’ expectations for change, and strategies used to cope with discriminatory practices. From the perspective of positive psychology, the results indicate that gender discrimination undermines subjective well-being and constrains the development of individual potential. Female teachers largely rely on personal resilience and peer support in the absence of systematic organizational protection. The novelty of this study lies in its phenomenological examination of gender discrimination by foregrounding female teachers’ subjective experiences within the educational workplace, thereby offering a holistic understanding of discrimination that integrates structural, emotional, and coping dimensions. The study underscores the urgent need for changes in institutional mindsets, organizational structures, and workplace cultures, as well as the implementation of gender-sensitive policies and practices to foster inclusive, supportive, and gender-equitable educational environments.

Student mental health is facing a growing crisis, with rising rates of psychological distress and suicide reported among university populations in Indonesia. This study investigates the influence of three key psychosocial factors—family health, psychological well-being, and social support—on student mental health. A total of 140 university students were selected using an accidental sampling technique. Mental health was assessed using the GHQ-28, psychological well-being was measured with the Psychological Well-Being Scale (PWB), social support was evaluated using the Multidimensional Scale of Perceived Social Support (MSPSS), and family health was assessed through the Family Health Scale–Long Form. Data were analyzed using multiple linear regression to determine both the individual and combined effects of the predictor variables on student mental health outcomes. The results revealed a significant combined effect of family health, psychological well-being, and social support on student mental health (p = 0.000, R = 0.620, R² = 38.4%). When examined individually, family health (p = 0.000) and psychological well-being (p = 0.049) were significant predictors, while social support was not (p = 0.405). However, a post-hoc analysis showed that family-based social support had a statistically significant impact on student mental health (p = 0.001). The novelty of this study lies in its holistic approach, which integrates three major psychosocial predictors within a culturally grounded framework while emphasizing the need for university-based mental health screening systems. The findings underscore the critical role of campuses as supportive microsystems in promoting student mental health through preventive strategies, early detection, and responsive programming. Developing a psychologically safe and inclusive learning environment is essential to improving students’ overall well-being.

Many university students struggle with academic procrastination, with approximately 52% regularly delaying or neglecting academic responsibilities. This study employed a quantitative approach to examine how self-efficacy, online game addiction, and peer conformity jointly influence academic procrastination among university students. The sample comprised 214 students from a State Islamic University in Banten, aged 18–21, who engaged in online gaming for more than four hours daily. Data were collected using validated psychological scales, including the Procrastination Assessment Scale–Student (PASS), General Self-Efficacy Scale (GSE), Game Addiction Scale for Adolescents (GASA), and a peer conformity scale. Confirmatory Factor Analysis (CFA) and multiple regression analysis were used to assess construct validity and test hypotheses. The results revealed that the three predictor variables explained 19.0% of the variance in academic procrastination, but only the "problems" dimension of online game addiction showed a significant positive effect. Self-efficacy and peer conformity did not significantly predict procrastination. This study offers a novel contribution by integrating internal and external predictors into a single explanatory model and examining them within the culturally specific context of Muslim university students. The findings underscore the importance of addressing behavioral disruptions—especially problematic gaming—rather than relying solely on enhancing self-efficacy or modifying peer norms. These insights can inform targeted intervention programs to help students manage academic responsibilities more effectively and reduce maladaptive gaming habits.