Vol. 14 No. 4 (2025): KONSELOR

Parents play a crucial role in shaping a child’s self-concept, although socio-demographic factors may affect awareness of this responsibility. A total of 326 parents (93 fathers and 233 mothers), aged between 19 and 82 years, from various districts in Aceh participated in the study. They completed the Parental Awareness Scale of Self-Concept Promotion (PAS-SCP), a 42-item self-report instrument developed by the authors. The scale assesses three dimensions of parental awareness in promoting children’s positive self-concept: cognitive, affective, and behavioural. Content validity was confirmed through expert review, and reliability testing showed acceptable internal consistency (Cronbach’s α = .79–.86). Data were analysed using bivariate correlations (point-biserial and Spearman’s rho) and mean comparisons with effect sizes. Results indicated that parental education (r = .56, p < .01, large effect) and occupational field (r = .41, p < .01, moderate effect) were positively correlated with awareness. Conversely, age showed a negative correlation (r = –.29, p < .05, small-to-moderate effect). Gender differences were minimal (d = 0.05). These findings emphasise the importance of parental education and occupational background in fostering self-concept awareness. The results offer practical guidance for school counsellors and policymakers to enhance family-based interventions.

Recent frameworks in digital flourishing and self-regulation highlight that intrapersonal regulatory abilities are vital in shaping individuals’ well-being in online environments; however, empirical evidence linking these mechanisms among university students remains scarce. To address this gap, this study investigates the relationship between self-control and digital well-being and examines online mindfulness as a mediating psychological factor. A total of 300 undergraduate students (122 males and 178 females; aged 18–23 years) completed validated measures of self-control, online mindfulness (adapted from MAAS), and digital well-being. A mediation analysis using Hayes’ PROCESS macro with 5,000 bootstrap samples was conducted. Self-control significantly predicted digital well-being directly (β = .348, SE = 0.053, t = 6.61, p < .001; 95% CI [.244, .452]) and indirectly through online mindfulness (β = .178; 95% CI [.118, .246]), indicating partial mediation. Self-control also strongly predicted online mindfulness (β = .421, SE = .053, t = 7.89, p < .001), and online mindfulness significantly predicted digital well-being after controlling for self-control (β = .422, SE = .043, t = 9.81, p < .001). Gender-specific analyses showed consistent mediation patterns for males (indirect effect = 0.167; 95% CI [.094, .248]) and females (indirect effect = .184; 95% CI [.122, .259]). These findings enhance theoretical understanding by clarifying how self-regulatory capacity boosts digital well-being through mindful online awareness. Practically, the results provide an empirical foundation for designing digital-based guidance and counselling interventions that encourage online mindfulness to promote healthier technology engagement among students.

Declining marital commitment weakens family stability and psychological health, increasing the need for evidence-based couple interventions. This systematic review consolidates empirical studies on psychological interventions aimed at strengthening marital commitment among married couples. Searches in Scopus, ProQuest, and Google Scholar covered publications from 2018 to 2025 using keywords related to marital commitment and psychological couple interventions. From 151 records, 15 duplicates were excluded, 136 titles and abstracts were screened, and 46 full texts were evaluated. Thirty-seven studies were discarded because they either did not measure marital commitment or did not meet design criteria. Seven studies met all the inclusion criteria. The methodological quality was assessed with the Mixed Methods Appraisal Tool. The diversity in study designs, formats, samples, and outcome measures precluded meta-analysis, so a narrative synthesis was conducted. Five categories of interventions were identified: cognitive-behavioural therapy (three studies), skills-based training in communication and conflict resolution (two randomised trials), acceptance and commitment therapy (one study), emotion-focused therapy (one study), and solution-focused brief therapy (one randomised trial). Cognitive-behavioural therapy and skills-based approaches showed the most consistent improvements in marital commitment, mainly through cognitive restructuring and enhanced communication. Acceptance-based and emotion-focused therapies showed some benefits but have limited replication; additionally, trials involving motivational interviewing were ineligible. Overall, current evidence most strongly supports cognitive-behavioural therapy and skills training. However, small sample sizes, short follow-up periods, and varied measures of commitment limit the ability to generalise findings, highlighting the need for large, longitudinal studies using standardised instruments across diverse cultural populations. Future research should focus on standardised commitment measures, transparent randomisation processes, and more extended follow-up periods beyond 12 months to evaluate long-term effectiveness and mechanisms across different contexts.

This study presents baseline data on the levels of creative competence, cultural literacy, and career readiness among students in the Guidance and Counseling Study Program, informing the design of a learning model that integrates Digital Art and local wisdom. Using a descriptive quantitative design, the study involved 290 students across semesters, genders, and ethnic backgrounds. Data were collected via a validated questionnaire comprising three operationalised competency constructs and analysed using descriptive statistics. Results show that cultural literacy had the highest mean percentage (35.5%), followed by career readiness (33.2%) and creative competence (31.3%), indicating relatively strong cultural understanding. In contrast, creativity and career readiness remain at moderate levels. Descriptive patterns across semesters suggest higher scores in early semesters, with career readiness rising among final-year students. Gender-based differences were minimal, and ethnic-group variations must be interpreted cautiously, given unequal sample sizes. Overall, the findings provide an empirical profile of students’ initial competencies and serve as foundational evidence for developing learning innovations that incorporate digital art and local cultural values.