Bullying remains a serious concern in educational settings due to its negative consequences for students' psychological well-being, social relationships, and academic development. This study aimed to examine the association between self-esteem and bullying, with social support as a mediating variable, among students in Kendal Regency, Indonesia. A quantitative correlational research design was employed, involving 167 respondents. The findings revealed that self-esteem was not directly associated with bullying. However, self-esteem was significantly associated with social support, which, in turn, was significantly associated with bullying. Furthermore, an indirect association between self-esteem and bullying through social support was identified, suggesting that social support may play a mediating role in this relationship. These findings highlight the importance of considering social support when examining the relationship between self-esteem and bullying among students. Future research is recommended to employ longitudinal and qualitative approaches to further explore the underlying mechanisms and provide a more comprehensive understanding of these relationships.
Emotion regulation is an essential developmental competency that enables adolescents to manage emotional responses and adapt to academic and social challenges. This study aimed to examine the effectiveness of cognitive-behavioral therapy (CBT)-based group counseling using self-talk and cognitive restructuring techniques in improving emotion regulation among eighth-grade junior high school students in Demak Regency, Indonesia. A quasi-experimental pretest–posttest control-group design was employed. From a population of 151 students, 24 participants were selected through purposive sampling and divided into three groups: self-talk (n = 8), cognitive restructuring (n = 8), and control (n = 8). The interventions were implemented through six to eight structured counseling sessions. Data were collected using a 19-item emotion regulation scale and analyzed using the Shapiro–Wilk, Levene's, and Kruskal–Wallis tests. The results indicated no statistically significant differences among groups at pretest (p = .060), whereas significant differences were observed at posttest (p = .001). These findings provide preliminary evidence supporting the potential application of CBT-based group counseling to improve emotion regulation among adolescents. However, further comparative analyses are required to establish the specific effectiveness of each intervention. The study highlights the relevance of structured cognitive-behavioral counseling for supporting students' emotional development in school settings.
Career aspirations play an essential role in shaping students’ future career development and decision-making. This study aimed to examine the relationships between self-concept, resilience, and career aspirations, with career choice as a mediating variable, and explore their implications for school guidance and counseling services. An ex post facto research design was employed, involving 316 students selected through cluster random sampling. Data were collected using validated Likert-type instruments measuring self-concept, resilience, career aspirations, and career choice. Data were analyzed using path analysis and the Sobel test. The results revealed that self-concept was not significantly associated with career aspirations (t = 0.877, p > .05), whereas resilience (t = 2.867, p < .05) and career choice (t = 7.025, p < .01) were significant positive predictors, explaining 27.7% of the variance in career aspirations (R² = .277). Self-concept (t = 2.497, p = .013) and resilience (t = 9.731, p < .001) also significantly predicted career choice (R² = .352). Furthermore, the Sobel test confirmed significant indirect associations between self-concept and career aspirations (ab = .022, z = 2.38, p = .018) and between resilience and career aspirations (ab = .103, z = 5.79, p < .001) through career choice. These findings highlight the mediating role of career choice and emphasize the importance of integrating self-concept development, resilience strengthening, and career decision-making skills into comprehensive school guidance and counseling programs.
Career aspirations are an important aspect of adolescent development, shaped by psychological resources and academic experiences. This study aimed to examine the direct and indirect associations of self-efficacy and academic boredom with career aspirations through self-regulation among eleventh-grade students in public senior high schools in Semarang, Indonesia. A quantitative explanatory research design was employed, involving 184 students from a population of 5,928 students across 16 schools, with the sample size determined using Slovin's formula. Data were analyzed using path analysis and the Sobel test. The results showed that self-efficacy was positively associated with self-regulation (β = .398), whereas academic boredom demonstrated a negative association (β = .483), with both predictors explaining 47.5% of the variance in self-regulation. Self-regulation was positively associated with career aspirations (β = .322), while the direct associations of self-efficacy (β = .059) and academic boredom (β = .130) were not statistically significant. The model explained 19.4% of the variance in career aspirations. The mediation analysis suggested indirect relationships through self-regulation. These findings highlight the potential importance of strengthening self-regulatory competencies in school career guidance and counseling programs to support students' career development.
Interpersonal communication is essential for students’ social development and the establishment of positive relationships. This study aimed to examine the effectiveness of group guidance using assertiveness training in improving interpersonal communication among Grade XI students at Madrasah Mu'allimin Yogyakarta. A quasi-experimental method with a nonequivalent control group design was employed, involving 14 students divided into experimental and control groups. The experimental group received seven sessions of assertiveness training, while the control group received no intervention. Data were analyzed using the Wilcoxon signed-rank test and Mann–Whitney U test. The results revealed a significant improvement in interpersonal communication in the experimental group, with mean scores increasing from 47.86 to 94.86 (Z = 2.371, p < .05). Meanwhile, the control group showed a nonsignificant increase from 47.85 to 62.28 (Z = 1.725, p > .05). A significant difference in posttest scores was also found between the experimental and control groups (Z = 3.134, p < .05), favoring the experimental group. These findings suggest that group guidance incorporating assertiveness training is an effective approach to improving students’ interpersonal communication and offers practical implications for strengthening school guidance and counseling services.
