OPTIMA: Journal Of Guidance and Counseling
Welcome to OPTIMA: Journal of Guidance and Counseling [ISSN e.2776-6683 p.2776-6624] OPTIMA: Journal of Guidance and Counseling is an open access and peer-reviewed journal, published by Universitas Pendidikan Indonesia. These free to view online journals cover disciplines of educational, guidance and counseling field. OPTIMA is a biannual journal issued on March and October. The editors welcome submissions of papers describing recent theoretical and experimental research related to: (1) Theoretical articles; (2) Empirical studies; (3) Practice-oriented papers; (4) Case studies; (5) Review of papers, books, and resources. OPTIMA provides researchers a platform to rapidly publish their research in a good quality peer reviewed journal. All peer reviewed accepted submissions meeting high research and ethical standards are published with free access to all. OPTIMA: Journal Guidance and Counseling ensures integrity, autonomy and orginality of each published article with respect to the publication ethics and rectitude. The Benefits of publishing in OPTIMA journal as compared to traditional subscription journals. The article can be read by a potentially much large audience compared, and open access journals are free to view, download and print.
Authors who publish with this journal agree to the following terms: (1) Copyright of the published articles will be transferred to the journal as the publisher of the manuscripts. Therefore, the author confirms that the copyright has been managed by the publisher. (2) Publisher of OPTIMA is Universitas Pendidikan Indonesia (UPI). (3) The copyright follows Creative Commons Attribution–ShareAlike License (CC BY SA): This license allows to Share — copy and redistribute the material in any medium or format, Adapt — remix, transform, and build upon the material, for any purpose, even commercially.
Digital Guardianship: Empowering Tertiary institution Students against Internet Addiction through Cyber Counseling Initiatives
The widespread adoption of the internet has revolutionized the way tertiary institution students learn and connect, offering unparalleled opportunities alongside the emergence of internet addiction as a significant challenge. This paper investigates the role of cyber counseling initiatives in promoting digital guardianship among tertiary students to address internet addiction effectively. Internet addiction, characterized by excessive and compulsive internet use, poses risks to academic success, mental health, and overall well-being, particularly among digital-native students. Factors contributing to internet addiction include easy accessibility, social media engagement, online gaming, and the allure of constant connectivity. Digital guardianship, a proactive approach to managing online behavior responsibly, involves strategies such as time management, self-regulation, critical thinking, and digital literacy skills. By empowering students with digital guardianship principles, they can navigate the internet's benefits while mitigating the risks of addiction and negative consequences. The paper reviews existing research on internet addiction prevalence, its impact on academic performance, and factors influencing its development among tertiary students. Additionally, it explores the association between internet addiction and various psychiatric disorders, emphasising the need for proactive intervention. Cyber counseling initiatives emerge as a promising avenue for fostering digital guardianship, offering support and guidance to students in managing their online behavior effectively. Through tailored counseling programs, students can develop healthy internet habits, address underlying psychological factors contributing to addiction, and cultivate skills for responsible internet use. The paper concludes by highlighting the importance of collaborative efforts among educational institutions, mental health professionals, and policymakers in implementing effective cyber counseling initiatives to mitigate internet addiction and promote students' overall well-being in the digital age.
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EFFECTIVE COUNSELING INTERVENTIONS FOR ADDRESSING CYBERBULLYING TRAUMA IN SECONDARY SCHOOL STUDENTS: A SYSTEMATIC LITERATURE REVIEW
Cyberbullying has emerged as a significant psychological and social issue among secondary school students, leading to trauma and decreased well-being. Effective counseling interventions play a critical role in mitigating these effects and fostering resilience. This study employs a systematic literature review using the PRISMA method to analyze the effectiveness of various counseling techniques. Articles were sourced from the Scopus database, and strict inclusion and exclusion criteria were applied to ensure high-quality evidence. Findings reveal that cognitive-behavioral therapy, group counseling, and mindfulness-based interventions are among the most effective strategies. These interventions address the emotional, cognitive, and social dimensions of cyberbullying trauma. Recommendations for school counselors and policymakers are discussed to enhance intervention practices.
Comparative Study of Adversity Quotient Profiles Among Vocational High School Students Based on Majors: An Independent T-Test Analysis
Abstrak: Individuals with a strong Adversity Quotient (AQ) can transform mental pressure into a learning experience. This study aims to understand the differences in AQ based on majors in vocational high schools (SMK). To assess the level of AQ in facing difficulties, an evaluation was conducted using the four main dimensions of AQ. This study employs a quantitative approach. The population consists of vocational high school students majoring in Engineering and Office Administration. The sample was determined using purposive non-probability sampling, comprising 64 students, with 32 students from the Engineering major and 32 students from the Office Administration major. The T-test results indicate a significance value of 0.027 (<0.05), leading to the conclusion that there is a significant difference in AQ between students majoring in Engineering and Office Administration. This difference suggests that various factors influence AQ development differently across majors.
Exploring Gender Differences in Emotional Intelligence: A Comparative Study among Adolesents in Ahvaz Iran
The study employs inferential analysis to explore gender differences in emotional intelligence among 383 adolescents in Ahvaz, Iran via questionnaire. Using an independent samples t-test, results indicate a significant disparity (t(381) = 8.309, p < 0.001), with female adolescents demonstrating higher emotional intelligence levels than their male counterparts, supported by a mean difference of 6.13610. The hypothesis (Ha1) that "there is a significant difference in emotional intelligence between male and female adolescents in Ahvaz, Iran" was supported. The study aligns with previous studies, such as D’Amico et al. (2022) and Fida et al. (2020), which consistently found that females exhibit superior emotional intelligence compared to males. Additionally, age was positively correlated with emotional intelligence, reinforcing Goleman’s (1995) Mixed Model of Emotional Intelligence, suggesting that engagement with the environment enhances emotional capabilities . Findings indicate critical implications for understanding gender differences in emotional intelligence, emphasizing the need for targeted interventions to support emotional development in both genders among adolescents, particularly in the post-pandemic context.
The study employs inferential analysis to explore gender differences in emotional intelligence among 383 adolescents in Ahvaz, Iran via questionnaire. Using an independent samples t-test, results indicate a significant disparity (t(381) = 8.309, p < 0.001), with female adolescents demonstrating higher emotional intelligence levels than their male counterparts, supported by a mean difference of 6.13610. The hypothesis (Ha1) that "there is a significant difference in emotional intelligence between male and female adolescents in Ahvaz, Iran" was supported. The study aligns with previous studies, such as D’Amico et al. (2022) which consistently found that females exhibit superior emotional intelligence compared to males. Additionally, age was positively correlated with emotional intelligence, reinforcing Goleman’s (1995) Mixed Model of Emotional Intelligence, suggesting that engagement with the environment enhances emotional capabilities . Findings indicate critical implications for understanding gender differences in emotional intelligence, emphasizing the need for targeted interventions to support emotional development in both genders among adolescents, particularly in the post-pandemic context.
TIME MANAGEMENT, SELF-EFFICA CY, ACADEMIC RESILIENCE AND ACADEMIC STRESS AMONG OBAFEMI AWOLOWO UNIVERSITY COUNSELLING STUDENTS
Obafemi Awolowo University (OAU) students usually complain about academic stress, arising from curriculum contents overload, but counselling students have been exposed to various counselling theories, therapeutic approaches and interventions good enough to assist them navigate their academic challenges with relative ease, but the extent to which these therapies could buffer their academic stress needs to be investigated. The study examined the levels of academic stress, time management, self-efficacy, and academic resilience experienced by counselling students in OAU, and also investigated the individual and joint influence of time management, self-efficacy, and academic resilience on academic stress experienced by the students. The population comprised all undergraduates and postgraduate students studying Guidance and Counselling in OAU. The sample n=126 was selected through multi-stage sampling technique. Four standardised scales were used for data collection. Four research questions and two hypotheses guided the study. Data collected were analysed, using both descriptive and inferential statistics. Results revealed the level of academic stress encountered by the respondents as evenly distributed between average (34.1%) and high (34.1%), time management as low (38.9%), self-efficacy to be low (50%), and academic resilience as low (34.9%). Further results showed that time management (B=0.398; p=0.000 < 0.05) and self-efficacy (B= -0.245; p=0.008 < 0.05) individually have statistically significant relationship with academic stress, while academic resilience (B=0.178; p=0.113 > 0.05) has no statistically significant relationship with academic stress. Additional results showed that both time management, self-efficacy, and academic resilience collectively reported statistically significant relationship with academic stress (R Square= 0.491; Adjusted R=0.478; R=0.700; p= 0.000< 0.05). It is recommended that division of students affairs should periodically screen students for academic stress, and provide counselling intervention to enhance their overall wellbeing.