Research Psychologie, Orientation et Conseil

Effectiveness of Islamic Spiritual Counseling on Emotional Resilience of Broken Home Students

2026-01-16T10:08:04+07:00

This study examines the effectiveness of Islamic spiritual counseling in strengthening emotional resilience among students from broken home backgrounds in an Islamic secondary school. Using a qualitative descriptive design, data were collected through semi-structured interviews, observations, and document analysis involving students, counselors, and Islamic education teachers, and analyzed using thematic analysis. The findings indicate that Islamic spiritual counseling improves emotional regulation, adaptive coping, interpersonal adjustment, and psychological stability through spiritual reflection, value-based guidance, and empathetic counseling. Students showed increased self-awareness, better emotional control, stronger meaning-making, and higher social engagement, reflecting sustained resilience development. This study offers novelty by extending resilience theory into culturally grounded Islamic counseling practices in formal school settings and positioning spirituality as an internal regulatory and developmental resource. The results also demonstrate that institutional integration of spiritual counseling supports continuous emotional growth and positive behavioral change among adolescents experiencing family disruption. Practically, the findings provide evidence-based guidance for schools and counselors to implement holistic and culturally responsive counseling models that align psychological support with students’ spiritual identities to enhance effectiveness and sustainability.

EVALUATION OF THE QUALITY OF INDIVIDUAL LEARNING PROGRAMMES (PPI) BASED ON INTEGRATED QUALITY MANAGEMENT FROM THE PERSPECTIVE OF ITQAN VALUES: A SEQUENTIAL EXPLORATORY APPROACH AT SD PLUS AL GHIFARI

2026-01-12T19:07:20+07:00

Inclusive education services through Individualized Education Programs (IEP) often struggle with administrative formalities lacking spiritual depth. This study aims to evaluate IEP quality by integrating Total Quality Management (TQM) and the value of Itqan as a solution for the desecularization of Islamic education management. Employing a mixed-methods sequential explanatory design at SD Plus Al Ghifari, data were collected via questionnaires from 66 respondents and in-depth interviews with key informants. Quantitative findings indicate that both TQM and Itqan significantly influence IEP quality, with Itqan providing a dominant contribution (0.528). Qualitative findings reveal that program effectiveness is driven by a culture of muraqabah (divine consciousness) and daily muhasabah (self-reflection), transforming professionalism into a form of worship. In conclusion, integrating transcendental dimensions into modern managerial systems creates a Spiritual Quality Management model that ensures precision and accountability for students with special needs. This study recommends internalizing Islamic work ethics as a primary catalyst for quality assurance in inclusive Islamic educational institutions.

THE ROLE OF COGNITIVE DEVELOPMENT IN ADOLESCENCE: IMPLICATIONS FOR EDUCATION AND MENTAL HEALTH

2026-02-09T09:28:48+07:00

Adolescence is a critical developmental period marked by rapid cognitive, emotional, and social changes that significantly influence learning processes and mental health outcomes. Cognitive development during this stage plays a central role in shaping adolescents’ academic engagement, self-regulation, and psychological well-being, yet it is often examined separately from educational and mental health perspectives. This study aims to investigate the role of cognitive development in adolescence and its implications for both education and mental health within an integrated framework. The research employed a quantitative cross-sectional design involving adolescents aged 13–18 years enrolled in secondary education. Data were collected using standardized instruments measuring cognitive development, educational engagement, and mental health well-being, and were analyzed using descriptive and inferential statistical techniques. The findings reveal significant positive relationships between cognitive development and educational engagement, as well as between cognitive development and mental health indicators. Adolescents with higher levels of cognitive functioning demonstrated stronger academic engagement and better emotional regulation. These results indicate that cognitive development functions as a key mechanism linking learning and mental health during adolescence. The study concludes that educational practices and mental health interventions should prioritize cognitive development as a foundational element.

EXPLORING THE IMPACT OF EARLY CHILDHOOD EXPERIENCES ON LONG-TERM EMOTIONAL DEVELOPMENT

2026-02-09T09:25:50+07:00

Early childhood is a critical developmental period in which emotional foundations are formed through interactions with caregivers and the surrounding environment. Experiences such as emotional support, caregiving consistency, and early relational security have been widely recognized as influential, yet their long-term impact on emotional development across later life stages remains insufficiently integrated within developmental research. This study aims to explore the influence of early childhood experiences on long-term emotional development, with particular attention to emotional regulation and psychological well-being. Data were collected using standardized caregiver-report instruments, observational measures, and age-appropriate emotional regulation and well-being scales. Descriptive and inferential statistical analyses were applied to examine developmental relationships over time. The findings reveal that early emotional support and caregiving consistency are significant predictors of long-term emotional regulation and psychological well-being. Individuals exposed to emotionally responsive and stable early environments demonstrated greater emotional resilience and adaptive emotional functioning in later stages of development. The study concludes that early childhood emotional experiences constitute a foundational determinant of long-term emotional development.

COGNITIVE STYLES AND THEIR INFLUENCE ON LEARNING PREFERENCES IN EARLY CHILDHOOD EDUCATION

2026-03-08T13:49:41+07:00

Early childhood education is increasingly shaped by learner-centered paradigms; however, limited empirical evidence explains how cognitive styles influence learning preferences at this developmental stage. Variability in children’s cognitive processing patterns may contribute to differentiated engagement behaviors, yet research in early childhood contexts remains underdeveloped. This study aims to examine the relationship between cognitive styles and learning preferences among children aged 4–6 years in formal early education settings. A mixed-methods explanatory sequential design was employed involving 162 participants from six institutions. Cognitive styles were measured using developmentally adapted assessment scales, while learning preferences were documented through structured classroom observations. Quantitative data were analyzed using correlation and multiple regression techniques, complemented by qualitative thematic analysis. Results revealed significant associations between visual–spatial orientation and visual–kinesthetic engagement (r = 0.61, p < 0.001), as well as between field-dependence and collaborative learning preference (r = 0.52, p < 0.001). Cognitive styles collectively explained 47% of variance in learning preferences. Findings indicate that cognitive processing tendencies meaningfully shape observable learning behaviors in early childhood classrooms. Recognition of cognitive diversity supports differentiated instructional design and developmentally responsive pedagogical strategies.

SOCIALIZATION AND IDENTITY FORMATION: A DEVELOPMENTAL PERSPECTIVE IN THE DIGITAL AGE

2026-03-26T12:08:58+07:00

In the digital age, socialization processes and identity formation have become increasingly intertwined with digital platforms and technologies. The digital environment presents new opportunities and challenges in the development of self-concept and social interactions, which have significant implications for various developmental stages. However, there is limited research exploring how digital spaces influence identity formation, especially from a developmental perspective. This study aims to investigate how digital socialization processes impact identity formation across different age groups and developmental stages, focusing on the interaction between online and offline environments. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with individuals from diverse age groups. The survey explored the frequency and nature of digital interactions, while the interviews provided in-depth insights into personal experiences with identity formation in digital spaces. The findings reveal that digital platforms significantly influence self-concept and identity development, with younger individuals more likely to engage in self-exploration through digital spaces. Digital socialization plays a critical role in identity formation, particularly in adolescence and early adulthood. Future research should focus on how digital interactions shape identity development over time and across different cultural contexts.

THE INFLUENCE OF PARENTAL STYLES ON CHILD DEVELOPMENT: A LONGITUDINAL STUDY

2026-03-26T12:12:16+07:00

Parental styles play a significant role in shaping the development of children, influencing various aspects of their emotional, cognitive, and social growth. While much research has explored the immediate effects of parenting on children, few studies have examined these effects over an extended period. Understanding how different parental styles impact child development across time is essential for identifying long-term outcomes and informing parenting strategies. This study aims to investigate the long-term influence of different parental styles on child development, focusing on emotional regulation, social competence, and academic achievement. The goal is to explore how these parenting styles affect children at various developmental stages. A longitudinal design was employed, with data collected from 200 families over a span of 10 years. Parenting styles were categorized based on the authoritative, authoritarian, permissive, and uninvolved frameworks. Child development was measured using standardized assessments for emotional regulation, social competence, and academic performance. The findings revealed that children of authoritative parents showed higher levels of emotional regulation, better social skills, and stronger academic performance compared to children of authoritarian, permissive, or uninvolved parents. This study underscores the importance of authoritative parenting in fostering positive long-term outcomes in child development.