ONLINE SELF-DISCLOSURE TENDENCIES AMONG STUDENTS AND THEIR IMPLICATIONS FOR PERSONAL GUIDANCE SERVICES
Abstract
Self-disclosure is one of the social skills that plays an important role in building interpersonal relationships. Along with the development of information and communication technology, the patterns of self-disclosure have shifted—initially occurring through face-to-face interactions offline, and later evolving into virtual or online interactions. This change presents both opportunities and risks for students, particularly adolescents who are in the stage of identity development. This study aims to describe the online self-disclosure tendencies of students at SMKN 1 Bandung and to formulate its implications for personal guidance services. The research employed a descriptive quantitative method using Jourard’s Self-Disclosure Questionnaire (JSDQ) as the instrument. The study population consisted of grade X and XI students, selected through non-probability sampling with a convenience sampling technique. Data were analyzed using descriptive statistics to identify the general tendencies of online self-disclosure. The results indicate that most students fall into the “closed” category. These findings serve as the basis for designing personal guidance services through classical and group guidance strategies to help students develop online self-disclosure appropriately, responsibly, and in accordance with prevailing social norms.
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DOI: https://doi.org/10.17509/psikoeduko.v6i1.95018
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