COUNS-EDU: The International Journal of Counseling and Education

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

Fri, 29 Aug 2025 00:00:00 +0700

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, Zulkipli Lessy, Sibawaihi Sibawaihi — Fri, 29 Aug 2025 00:00:00 +0700

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

Wed, 01 Oct 2025 00:00:00 +0700

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, Linda Mora, Dinda Aisha, Teguh Sulistiarto — Fri, 03 Oct 2025 00:00:00 +0700

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.

Constructing College Academic Resilience Scale: Using Multifactor and Polytomous Rasch Model

Tue, 09 Dec 2025 00:00:00 +0700

Academic resilience is crucial for students. It enhances their ability to manage academic difficulties, which underscores its importance in educational settings. This study aims to develop and validate the College Academic Resilience Scale (CARS), which assesses academic resilience in undergraduates. 200 undergraduate students from South Sumatra, Indonesia, were used to analyze using the multifactor confirmatory factor analysis model and the polytomous Rasch model. This measure consists of five dimensions that measure academic resilience, indicating that an overall analysis of items in academic resilience instruments using Rasch modeling has good validity and reliability. Furthermore, more research on measurement validation is needed in diverse cultures and countries.

Preferences for Using an Integrated eCampus to Support Learning in Higher Education

Mahmudi Mahmudi, M. Said Hasibuan, Sri Lestari — Tue, 09 Dec 2025 00:00:00 +0700

This study adopts the Technology Acceptance Model (TAM) as a theoretical framework to analyze the influence of system factors and organizational structure on the successful implementation of integrated eCampus systems in higher education. Digital transformation in higher education is a complex challenge influenced by system quality, information quality, organizational support, managerial support, and human resource capacity.The research uses a quantitative approach, with data collected through surveys and analyzed using PLS-SEM. The results confirm that the measurement model exhibits adequate validity and reliability. The inner model analysis reveals that all hypothesized relationships between constructs are statistically significant.Crucially, the paths demonstrating the greatest influence were the relationship of Perceived Ease of Use to Perceived Usefulness (? = 0.735) and Behavioral Intention to Use to User Satisfaction (? = 0.727).These findings confirm that perceived ease of use and behavioral intention to use are key factors in increasing perceived benefits and user satisfaction with the eCampus system. This research offers theoretical contributions to the development of the TAM model and practical implications for policymakers in designing effective and sustainable academic information system implementation strategies.