Jurnal Psikologi Wijaya Putra (Psikowipa)

Examining the Mediating Role of Positive Emotions in the Relationship Between Hedonic Orientation and Life Satisfaction Among Adolescents

Ratu Lila Aulia — 2026-07-02

Adolescents increasingly engage in pleasure-seeking behaviors in response to academic pressure, social media exposure, and the pursuit of instant gratification. This study examined the relationship between hedonism and life satisfaction among adolescents, with positive emotions tested as a potential mediator. A quantitative correlational design was employed involving 104 adolescents aged 16–19 years. Data were collected through online questionnaires using the Hedonism Scale, Positive Emotion Scale, and Satisfaction with Life Scale (SWLS). Due to the non-normal distribution of the data, analyses were conducted using Maximum Likelihood Estimation (MLE). The findings revealed that hedonism was positively associated with both positive emotions and life satisfaction, while positive emotions were positively related to life satisfaction. However, mediation analysis indicated that positive emotions did not significantly mediate the relationship between hedonism and life satisfaction, as the indirect effect was not statistically significant. These results suggest that hedonism contributes to adolescents’ life satisfaction primarily through direct pathways rather than through positive emotional experiences. The study highlights the adaptive role of hedonism in adolescent well-being and suggests that interventions should promote balanced hedonistic tendencies alongside the development of self-regulation skills.

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Enhancing Positive Parent–Child Communication Through an Emotional Food Journal Intervention: Evidence from a Quasi-Experimental Study

Dian Sartika Sari — 2026-07-02

Positive parent–child communication plays a crucial role in supporting children’s emotional development and fostering healthy family relationships. However, not all parents have sufficient opportunities for reflective engagement to understand and respond empathetically to their children's emotions in everyday interactions. This study aimed to examine the effectiveness of the Emotional Food Journal as a family-based reflective intervention for enhancing positive parent–child communication. This study employed a quasi-experimental one-group pretest–posttest design involving 20 mother–child dyads selected through purposive sampling. Parent–child communication was measured using the Parent–Child Communication Quality Scale administered before and after the intervention. Data were analyzed using the Wilcoxon Signed-Rank Test. The results indicated an improvement in positive communication scores, with the mean score increasing from 30.4 at pretest to 36.4 at posttest. Statistical analysis revealed a significant difference between the two measurements (Z = −3.21, p = .001) with a large effect size (r = .51). These findings suggest that the Emotional Food Journal has the potential to enhance communication quality and emotional connectedness between parents and children through reflective activities integrated into daily family routines.

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Social Adjustment of First-Year Students from East Nusa Tenggara in Surabaya: A Study of Adaptation in the Academic Environment

Bawinda Sri Lestari — 2026-07-06

Student mobility to major cities requires a high level of social adjustment, particularly for first-year students from East Nusa Tenggara (NTT) who pursue higher education in Surabaya. Differences in culture, language, and patterns of social interaction often generate psychosocial challenges during the early phase of university life. This study aims to gain an in-depth understanding of the social adjustment experiences of first-year students from NTT within a multicultural academic environment in Surabaya. This study employs a qualitative design with a phenomenological approach. The participants consisted of four students from NTT selected through purposive sampling. Data were collected through in-depth interviews, non-participant observation, and documentation, and were analyzed using Interpretative Phenomenological Analysis (IPA). The findings indicate that students gradually shift from avoidance strategies to more adaptive coping strategies through social relationships and peer support. This process strengthens social adjustment and enhances students’ psychological well-being.

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The Influence of Female Empowering Leadership on Male Police Officers’ Proactive Behavior: Examining the Moderating Role of Gender Role Attitudes

Mardiatul Zahra — 2026-07-06

This study aims to examine the effect of Female Empowering Leadership, a leadership style that emphasizes employee empowerment, participation, and autonomy, on Proactive Behavior, defined as individuals’ tendency to take initiative in creating positive changes within the workplace. Gender Role Attitude, referring to individuals’ beliefs about the roles that men and women should assume in society, was investigated as a moderating variable. A quantitative survey method was employed involving 282 members of the Indonesian National Police (POLRI). Data were analyzed using Moderated Regression Analysis (MRA). The results revealed that Female Empowering Leadership had a positive and significant effect on Proactive Behavior (β = 1.070, p < .001). In contrast, Gender Role Attitude did not have a significant direct effect on Proactive Behavior (β = −0.015, p = .643). However, the interaction between Female Empowering Leadership and Gender Role Attitude was significant (β = −0.008, p = .039). The negative interaction coefficient indicates that the positive influence of Female Empowering Leadership on Proactive Behavior becomes weaker as individuals hold stronger traditional gender role attitudes. These findings highlight the importance of promoting empowering leadership practices, such as granting autonomy and involving subordinates in decision-making processes, to enhance proactive behavior. Furthermore, fostering more egalitarian gender role attitudes through training and organizational development programs may help maximize the effectiveness of female leadership by reducing barriers associated with traditional gender role beliefs.

References

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Enhancing Self-Perceived Employability Through Personal Branding: A Study of Final-Year University Students

Veronika Dwi Anggraini — 2026-07-06

In an increasingly competitive labor market, final-year university students are expected not only to possess academic qualifications but also to effectively communicate their competencies and professional identities. Personal branding has emerged as a potential factor associated with employability perceptions. This study aimed to examine the relationship between personal branding and self-perceived employability among final-year students at Satya Wacana Christian University. A quantitative correlational design was employed involving 96 final-year students selected through purposive sampling. Data were collected using the Personal Branding Scale and the Self-Perceived Employability Scale administered through an online questionnaire. The data were analyzed using Pearson product–moment correlation. The results revealed a positive and significant relationship between personal branding and self-perceived employability (r = .418, p < .05). Personal branding contributed 17.47% to the variance in self-perceived employability, indicating that students with stronger personal branding tend to perceive themselves as having greater employment opportunities. These findings suggest that personal branding plays an important role in enhancing students’ confidence regarding their employability and career readiness. Developing personal branding skills may therefore support students’ transition from higher education to the labor market.

References

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The Mediating Role of Resilience in the Relationship Between Mindfulness and Academic Stress Among High School Students

Yunasya Pradita Shabil — 2026-07-06

The rigorous academic and disciplinary demands of the boarding school system may increase students’ academic stress. Within the framework of positive psychology, mindfulness and resilience are considered protective factors that help students cope with academic challenges. However, limited research has examined the mediating role of resilience in the relationship between mindfulness and academic stress among boarding school students. This study aimed to investigate the effect of mindfulness on academic stress, with resilience serving as a mediating variable. A quantitative approach was employed involving 330 students from Madrasah Aliyah Yayasan Islamic Centre Sumatera Utara. Data were collected using validated scales measuring mindfulness, resilience, and academic stress, and were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings revealed that mindfulness positively predicted resilience and negatively predicted academic stress. Resilience also showed a significant negative association with academic stress and partially mediated the relationship between mindfulness and academic stress. These results suggest that students with higher levels of mindfulness tend to develop greater resilience, which in turn helps reduce academic stress. The study highlights the importance of promoting mindfulness and resilience as psychological resources to support students’ well-being and adaptation in demanding boarding school environments.

References

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Mindfulness, Self-Efficacy, and Technostress: Testing a Mediation Model Among Teachers

Wirda Hanum Lubis — 2026-07-06

The rapid integration of digital technologies in education requires teachers to continuously adapt to various technological platforms and systems, which may increase psychological strain known as technostress. Drawing on positive psychology, mindfulness is considered a protective factor that may reduce technostress, while self-efficacy serves as an important psychological resource that supports adaptation to technological demands. This study aimed to examine the effect of mindfulness on technostress, the effect of mindfulness on self-efficacy, the effect of self-efficacy on technostress, and the mediating role of self-efficacy in the relationship between mindfulness and technostress among teachers. A quantitative approach was employed involving 145 teachers. Data were collected using standardized scales of mindfulness, technostress, and self-efficacy and analyzed using Structural Equation Modeling (SEM). The findings revealed that mindfulness significantly reduced technostress (p = .044, t = 2.019). Mindfulness also had a significant positive effect on self-efficacy (β = .492, p < .001, t = 7.809), while self-efficacy significantly predicted technostress (β = .454, p < .001, t = 6.558). Furthermore, self-efficacy significantly mediated the relationship between mindfulness and technostress (t = 5.031, p < .001). These findings suggest that enhancing mindfulness and self-efficacy may help teachers cope more effectively with technology-related stress.

References

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Self-Compassion as a Protective Factor in the Relationship Between Fatherlessness and Emotional Intelligence Among Adolescents

Eli Elprida Br Tarigan — 2026-07-06

Fatherlessness has increasingly been recognized as a risk factor for adolescents' socio-emotional development. However, limited research has examined the psychological mechanisms that may buffer its adverse effects on emotional functioning. This study investigated the effect of fatherlessness on emotional intelligence, with self-compassion as a moderating variable among senior high school students. A quantitative explanatory design was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The population consisted of 1,131 students from SMA Negeri 1 Tanjung Morawa, with 118 participants selected through purposive sampling. Data were collected using the Fatherlessness Scale, the Self-Compassion Scale, and the Emotional Intelligence Scale. The results indicated that fatherlessness negatively predicted emotional intelligence (β = −0.621, p < .05) and self-compassion (β = −0.803, p < .05). Conversely, self-compassion positively predicted emotional intelligence (β = 0.256, p < .05). Furthermore, self-compassion significantly moderated the relationship between fatherlessness and emotional intelligence (β = 0.182, p < .05), attenuating the negative impact of fatherlessness. These findings suggest that self-compassion functions as an important psychological protective factor that promotes emotional adjustment among adolescents experiencing fatherlessness. The study highlights the potential value of self-compassion-based interventions to foster emotional well-being among vulnerable adolescents.

References

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Psychological Empowerment and Workforce Agility: The Mediating Role of Transformational Leadership Among Teaching Staff

Mutiara Mutiara — 2026-07-08

The increasing complexity and rapid transformation of higher education require academic staff to demonstrate high levels of workforce agility in responding to evolving curricula, technological advancements, and diverse student needs. As university lecturers, teaching staff are also responsible for fulfilling the Tri Dharma of Higher Education, encompassing education, research, and community service. This study aimed to examine the relationship between psychological empowerment and workforce agility, with transformational leadership serving as a mediating variable among teaching staff. A quantitative research design was employed involving 304 certified university lecturers selected through convenience sampling. Data were collected using validated scales measuring psychological empowerment, transformational leadership, and workforce agility. Structural Equation Modeling (SEM) with AMOS was employed to test both the measurement and structural models through Confirmatory Factor Analysis (CFA) and path analysis. The findings revealed that psychological empowerment positively and significantly predicted transformational leadership, transformational leadership positively influenced workforce agility, and psychological empowerment also exerted a significant direct effect on workforce agility. Furthermore, mediation analysis demonstrated that transformational leadership partially mediated the relationship between psychological empowerment and workforce agility. These findings suggest that psychologically empowered lecturers are more likely to develop agile work behaviors both directly and indirectly through transformational leadership. The study highlights the importance of fostering psychological empowerment and transformational leadership to strengthen workforce agility in higher education institutions.

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The Readiness of Indonesian Inclusive Education in Implementing the Signalong Method for Students with Special Educational Needs

Widad Nabila Lutfan — 2026-07-08

While Indonesian inclusive education aims for equitable access, conventional methods maladaptive to Students with Special Educational Needs (PDBK) still dominate. Thus, Signalong Indonesia, an Augmentative and Alternative Communication (AAC) approach, shows potential as a precise pedagogical intervention for PDBK. This study aims to analyze the readiness of Indonesian inclusive education in implementing the Signalong method for PDBK. A literature review design with descriptive-narrative analysis was employed, examining eight selected articles published during 2014–2024, sourced from Google Scholar, ResearchGate, and Scopus. Readiness was analyzed across five aspects: the need for Signalong Indonesia as a learning method, government readiness, education provider readiness, teacher readiness, and parental involvement. Results indicate that Signalong Indonesia has demonstrated strong empirical validity as a communication approach, and most education providers already possess adequate basic facilities and PDBK assessment procedures. However, unequal policy implementation across regions, a shortage of Special Companion Teachers (GPK), insufficient signalong-specific training, and low parental involvement remain significant systemic barriers. This study concludes that Indonesian inclusive education is not yet fully prepared to implement the Signalong method systematically and equitably, as robust coordination among all stakeholders has yet to be established.

References

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Individual Psychological Factors Associated with Marital Adjustment: A Systematic Review

Fildzah Hanifati — 2026-07-08

Marital adjustment is a fundamental psychological process that contributes to relationship stability, marital satisfaction, and divorce prevention. Although numerous studies have identified factors associated with marital adjustment, evidence regarding individual psychological determinants remains fragmented and lacks comprehensive synthesis. This study aimed to synthesize empirical evidence on individual factors influencing marital adjustment. A systematic review was conducted following Kitchenham’s guidelines, the PRISMA reporting framework, and the SPIDER approach for formulating the research question. Literature was retrieved from the Scopus and Google Scholar databases, covering publications from 2016 to 2025. Of the 350 records identified, 17 empirical studies met the inclusion criteria and were included in the review. The synthesis identified four major categories of individual factors influencing marital adjustment: personality traits and intrapersonal regulation, psychological well-being, emotional competence, and individual life circumstances. Personality characteristics and self-regulation emerged as the most consistent predictors of marital adjustment. These findings demonstrate that marital adjustment is a multidimensional construct shaped by the interaction of various individual psychological resources and provide an evidence-based foundation for developing psychological interventions, premarital education, and marital counseling programs.

References

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