Vol. 14 No. 3 (2025): KONSELOR

This study examines the dynamics of student gratitude from the perspective of organizational culture within two prominent Islamic student organizations in South Sulawesi: IMM (Indonesian Muhammadiyah Student Association) and PMII (Indonesian Muslim Students Movement). Gratitude, as a vital attitude and value, is explored through the lens of organizational culture, which shapes how gratitude is expressed and internalized within these organizations. The research employed a saturated sampling method, involving 530 active students who held leadership or committee roles during the 2022-2023 period. Participants were selected from seven universities in South Sulawesi. Data were categorized into three levels of gratitude: low, moderate, and high. To gain deeper insights, virtual group discussions (VGD) were conducted with 6 participants, representing various levels of gratitude. The study's findings suggest that organizational culture in IMM and PMII plays a significant role in fostering gratitude, with members demonstrating appreciation through acts of kindness, volunteerism, and community service. The integration of religious and cultural values in the organizational practices of both IMM and PMII enhances the sense of collective responsibility. It supports the development of responsible, empathetic, and socially engaged citizens. This research contributes to understanding how gratitude, as a personal and collective virtue, can be cultivated within the framework of organizational culture, promoting social justice, inclusion, and the holistic development of students. The findings provide valuable insights for the development of guidance and counseling models that focus on enhancing students' gratitude in academic settings.

This Systematic Literature Review (SLR) examines the impact of mother-led counseling on children's resilience and subjective well-being in family settings. The review was conducted using PRISMA guidelines with the Watase Uake: Research Collaboration Tools, focusing on studies published between 2020 and 2025. A total of 468 Scopus articles were initially identified, and 21 studies met the inclusion criteria for in-depth analysis. This study employs is to investigate three primary objectives: (1) the influence of mother-led counseling on children's subjective well-being and resilience development; (2) the differential effectiveness of mother-led counseling approaches based on gender; and (3) the interplay of lifestyle factors, including sleep, screen time, and physical activity, with mother-led counseling to improve children's overall well-being. Mother-led counseling, defined as counseling led by mothers to provide emotional support and coping strategies, was found to significantly enhance children's emotional resilience. The analysis highlighted gender differences, with girls benefiting more from emotional support and self-compassion strategies, while boys required additional strategies for resilience development. Additionally, lifestyle factors such as physical activity, sleep, and screen time regulation were found to interact with counseling outcomes, although the strength of evidence varied across studies. This review distinguishes mother-led counseling from broader parental interventions, emphasizing the unique role of mothers in fostering children's emotional growth. It provides a gender-sensitive framework for effective family-based counseling and offers insights for designing targeted intervention programs and policies to improve children's resilience and well-being.

Weak empathy results in a lack of destructive behaviour in social life, intolerance, and discrimination. Empathy is a more comprehensive and profound concept than conventional empathy. This study is a scoping literature review that aims to identify what is known about empathy in helping professions. A systematic search was conducted on electronic databases, namely ScienceDirect, PubMed, Scopus, Journal Nasional, and Taylor and Francis, studies from 2010-2025. Data analysis used PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The results of the study were mapped based on the following criteria: conceptualisation of empathy, factors in the development of empathy, and research on the development of empathy, and data analysed based on content analysis. The research findings show that applicable to various fields of helping professions. Factors that can influence empathy are divided into constructive empathy development, including altruism, cooperation, compassion, morality, justice, and happiness. However, destructive empathy development is related to ability, feelings, people, individuals, capacity, pain, social behaviour, and deficits. Research on empathy has developed significantly, especially in the fields of health and psychology, using quantitative research. However, further analysis is needed to develop a conceptual analysis of empathy that focuses on other fields of expertise in a more specific and comprehensive manner, taking into account the aspects, factors, and validity of empathy.

This research examines competency as a mediator between mind skills and professional identity among school counsellors in North Kalimantan Province. This research employed a quantitative-correlational approach. The research respondents were 101 school counsellors. Data collection used the Mind Skills psychological scale (α = 0.951), Competence (α = 0.951), and Professional Identity (α = 0.961), with very high reliability. The Sobel Test was 7.155 with a standard error of 0.091 and a p-value (sig) = 0.000 (<0.05). This shows that competence mediates between mind skills and professional identity.

The tendency toward social media addiction is an increasingly prevalent phenomenon, especially among adolescents. High levels of social media use among adolescents may cause various negative impacts, both psychologically and socially. Self-awareness and self-control are associated with the tendency toward social media addiction. Based on this, the present study aims to analyze the influence of self-awareness and self-control on the tendency toward social media addiction among adolescents in Bangka Belitung. The study employed a quantitative approach using a survey method. Participants (N = 470) were adolescents aged 13–19 years residing in Bangka Belitung, with daily social media use either less than or greater than three hours. The sample included 180 males (38.3%) and 290 females (61.7%). Age distribution was 13–15 years (n = 170, 36.2%), 16–18 years (n = 140, 29.8%), and 19 years (n = 160, 34.0%). Three psychological scales were used as the instruments: the social media addiction tendency scale based on indicators from Young and Abreu (2017), the self-awareness scale based on the model by Carden et al. (2021), and the self-control scale based on Averill’s theory (Averill, 1973). Data were analyzed using multiple linear regression to examine the influence of each independent variable on the dependent variable, both simultaneously and partially, to test the hypotheses. The findings revealed that self-awareness significantly influenced the tendency toward social media addiction, as did self-control, which also showed a significant influence. Furthermore, self-awareness and self-control simultaneously had a significant effect on the tendency toward social media addiction among adolescents. These findings underscore the importance of strengthening self-awareness and self-control as key psychological factors in preventing social media addiction. Future studies are expected to employ a longitudinal approach or expand the scope of regions and participant age ranges.

Student autonomy refers to an individual's ability to manage their own learning process, make informed academic decisions, and take responsibility for their personal development. The level of autonomy can vary depending on the campus environment, learning approach, and the type of academic support provided. This study aims to describe and analyze the differences in student autonomy between Universitas Negeri Padang (UNP) and Universitas Pendidikan Indonesia (UPI). This study used a comparative, descriptive, and quantitative approach. Samples were purposively selected from students at Universitas Negeri Padang and Universitas Pendidikan Indonesia who actively attended lectures. The data collection instrument was The Autonomy Questionnaire for Students with the Guttman scale model with "yes-no" formats as answer choices that measured the dimensions of learning autonomy, decision-making, and academic responsibility. Data were analyzed using descriptive statistics and a comparative test (t-test). The results of the analysis showed that Universitas Pendidikan Indonesia students had a higher level of autonomy than students from Universitas Negeri Padang. Most respondents from Universitas Pendidikan Indonesia were in the high autonomy category, while 50.4% of respondents from Universitas Negeri Padang were in the moderate category. The t-test results revealed significant differences between the two groups of students in aspects of decision-making and independent learning management. These differences can be attributed to variations in learning approaches, the role of lecturers as facilitators, and the more supportive academic environment at Universitas Pendidikan Indonesia. The results of this study emphasize the importance of developing learning strategies and campus culture that can encourage student autonomy more evenly across universities.

This study aimed to develop and validate a culturally grounded Career Search Self-Efficacy (CSSE) scale for Acehnese vocational students. Using a sequential exploratory mixed-methods design, the qualitative phase elicited culturally relevant indicators through interviews with students and counselors and a focus group discussion, resulting in 91 preliminary items. These included culturally grounded dimensions such as parental blessing and family deliberation (musyawarah), seeking jobs consistent with Islamic (halal) values, and Acehnese etiquette in communication (e.g., greeting with Assalamu’alaikum). Expert review by specialists in measurement, counseling, and Acehnese culture refined the items for clarity, representativeness, and cultural appropriateness. The quantitative phase involved 1,307 students from vocational schools in Banda Aceh, divided into subsamples for exploratory factor analysis (EFA, n = 579) and confirmatory factor analysis (CFA, n = 728). EFA yielded a five-factor solution Networking Efficacy, Career Exploration Efficacy, Interview Efficacy, Personal Exploration Efficacy, and Family Support which explained 41.7% of the variance. CFA confirmed the five-dimension structure with acceptable-to-good fit indices (CFI = .934, TLI = .923, IFI = .953, GFI = 0.942; RMSEA = .045; SRMR = .042; NFI = .884). Convergent validity was borderline (AVE ≈ .35–.50) but supported by significant loadings and composite reliability, while discriminant validity was satisfied. Reliability was acceptable overall (α = 0.822, ω = 0.817), though Interview and Personal Exploration were slightly below .70. Criterion validity was supported through positive correlations with Career Decision Self-Efficacy (CDSE-SF) and Student Life Satisfaction (SLSS), with Family Support showing the strongest associations. Theoretically, the results extend CSSE and Social Cognitive Career Theory (SCCT) by identifying Family Support as an independent efficacy domain in a collectivist setting. Practically, the Aceh-Based CSSE Scale provides school counselors with a diagnostic tool for culturally responsive career interventions that integrate family and community supports.

The increasing number of boarding students reflects broader educational demands that require adolescents to live away from their families. Boarding students often encounter different psychosocial environments than family-living students, which may shape their experiences of stress and social support. This study aimed to examine the association between perceived stress and social support among boarding students. A cross-sectional quantitative design was employed with 295 participants recruited from senior high schools. Data were obtained using the Perceived Stress Scale (PSS) and the Multidimensional Scale of Perceived Social Support (MSPSS). Statistical analyses showed that boarding students reported significantly higher stress compared to family-living students, t(293) = -4.215, p < .001. Stress was negatively associated with social support, r = -.472, p < .001, indicating that students with higher support tended to experience lower stress. These findings underscore the importance of fostering supportive networks for adolescents living away from home. Practical implications suggest that schools and caregivers can implement targeted programs to strengthen social resources, thereby promoting student well-being in boarding settings.