COUNS-EDU: The International Journal of Counseling and Education

Parenting Style and Emotional Resilience: The Role of Democratic Parenting in Single-Parent Families

Shafa Alistiana Irbathy — 2025-08-29

Parental style shapes a child’s character and emotional resilience, particularly within single-parent families. This study explores how single parents implement democratic parenting and how it influences the emotional resilience of children aged 7 and 8. Employing a descriptive qualitative method, data were collected through in-depth interviews, observation, and documentation involving three single parents and two teachers at SD Muhammadiyah Tonggalan. Thematic analysis revealed that democratic parenting—characterized by open communication, rule negotiation, and consistent emotional support—could still be applied effectively by single parents despite their dual-role burdens. Children raised under this approach exhibited high levels of emotional resilience, including emotional regulation, conflict resolution, frustration tolerance, and confidence in social interaction. External factors such as teacher and peer support also significantly enhanced emotional resilience. These findings highlight the strategic role of schools and community programs in supporting single parents in adopting effective parenting strategies for optimal child development.

Navigating Cultural Diversity in Early Childhood Classrooms: The Role of Habitus in Teacher-Child Interactions

Sriyati Dwi Astuti — 2025-08-29

Early Childhood Education (ECE) plays a crucial role in introducing children to the values of cultural diversity through educator-child interactions, particularly within Indonesia’s multiethnic context, where risks of intercultural conflict persist. This study explores how harmonious interactions between educators and children are maintained in culturally diverse settings. Using a qualitative approach grounded in Pierre Bourdieu’s theory of habitus, the research involved 10 educators and 30 children at Fastrack Funschool Yogyakarta. Data were collected through interviews and classroom observations, using the Classroom Assessment Scoring System (CLASS) to evaluate the quality of interactions across three domains: Emotional Support, Classroom Organization, and Instructional Support. Scores ranged from 1 (low) to 7 (high), indicating the extent and quality of positive interaction indicators. The results show that educators at Fastrack Funschool embody culturally aware teaching practices that promote mutual respect and tolerance. These practices are reflected in warm emotional climates, effective classroom management, and supportive instructional strategies. Interactions are characterized by sensitivity to cultural differences, flexibility in accommodating children’s perspectives, and responsiveness to individual needs. Through consistent social practices, children internalize inclusive values, which contribute to forming a culturally sensitive habitus. The study concludes that high-quality educator-child interactions serve as a key mechanism for fostering cultural harmony, building a learning environment that is both inclusive and adaptive to Indonesia’s cultural plurality. These findings emphasize the transformative potential of ECE settings in promoting intercultural understanding and shaping children’s social dispositions for living in a diverse society.

The Role of Social Support and Academic Resilience on Students' Academic Stress

Abd Basith — 2025-10-01

Academic stress is one of the impacts of excessive academic pressure on students, so it is necessary to identify various factors that can contribute to the high or low levels of academic stress. Therefore, the objectives of this research are: 1) to describe the levels of social support, academic resilience, and academic stress; 2) to describe the differences in social support, academic resilience, and academic stress based on gender, major, and year of study; 3) to describe the influence of social support and academic resilience on academic stress both directly and indirectly. This research uses a quantitative approach with a cross-sectional study design. The research location is ISBI Singkawang with a population of 650, from which a sample of 248 was taken using the simple random sampling technique. The data collection technique used was measurement with a psychological scale instrument adopted from previous research. The data analysis technique used descriptive statistics, MANOVA, and regression (Hayes Process Macro). The research results show that students' academic stress is in the low category, while social support and academic resilience are in the high category. There are differences in academic stress, social support, and academic resilience based on the major. Then, social support and academic resilience directly influence academic stress, but indirectly result in an insignificant mediating effect. This study has implications for strategies to reduce academic stress, both in individual and institutional contexts.

Does Work Stress Mediate the Link Between Job Insecurity, Meaningful Work, and Psychological Well-Being?

Arif Rahman Hakim — 2025-10-03

This research explores the impact of job insecurity and meaningful work on psychological well-being, and further investigates whether work stress serves as a mediating factor. The participants in this study were 117 employees. Data collection was conducted using the Indonesian Well-being Scale, Perceived Stress Scale, Job Insecurity Scale, and Work and Meaning Inventory. The research findings indicate that, directly, job insecurity was significantly and negatively linked to psychological well-being. Conversely, meaningful work showed a significant and positive correlation with psychological well-being. Regarding the indirect associations through work stress, neither job insecurity nor meaningful work demonstrated a significant influence on psychological well-being. The findings of this study indicate that organizations need to reduce job insecurity and foster meaningful work as strategies to enhance employees’ psychological well-being. Furthermore, the results highlight that interventions should not only focus on managing work stress but also strengthen intrinsic factors that provide meaning in work.