Muthmainnah: Jurnal Bimbingan Konseling Islam dan Psikosufistik

The Relationship Between Self-Control and Cyberbullying Behavior among Generation Z Users of X

2026-06-08T03:34:45+00:00

yberbullying has become an increasingly serious problem in digital communication, particularly among young social media users. This study aims to examine the relationship between self-control and cyberbullying behavior among Generation Z users of X. This research employed a quantitative approach with a correlational design. The sample consisted of 347 Generation Z respondents who actively used X and resided in City X, selected through purposive sampling. Data were collected using a self-control scale based on Averill’s theory and a cyberbullying behavior scale based on Willard’s theory. The data were analyzed using Pearson’s product-moment correlation. The results showed a significant negative relationship between self-control and cyberbullying behavior, with a correlation coefficient of -0.281 and a significance value of 0.000. The coefficient of determination indicated that self-control explained approximately 7.9% of the variance in cyberbullying behavior, while the remaining 92.1% may be influenced by other factors. These findings suggest that higher self-control is associated with lower cyberbullying behavior among Generation Z users of X. However, cyberbullying behavior is a complex phenomenon that cannot be explained by self-control alone. Therefore, cyberbullying prevention efforts should also consider other factors, such as emotional regulation, empathy, peer influence, digital literacy, online disinhibition, and social media use intensity.

Reconstructing the Guidance and Counseling Program Evaluation Model Based on Empathic Communication

2026-04-07T09:28:47+00:00

Evaluation of guidance and counseling (GC) programs in schools tends to be administratively oriented without measuring the quality of empathic communication, which is a determinant factor of service success. This study aims to reconstruct a GC program evaluation model by integrating empathic communication as a core assessment component. A qualitative approach with conceptual-analytical library research method was employed, utilizing content analysis, thematic analysis, and conceptual synthesis of relevant literature published between 2021–2026. The findings identify three primary gaps instrumental, conceptual, and practical and produce the BK-KE Model (Empathic Communication-Based Guidance and Counseling Evaluation), which integrates empathic communication indicators into five evaluation dimensions: Context, Input, Process, Product, and Impact. This model theoretically offers a more humanistic, accountable, and relational evaluation framework, though empirical validation through further developmental research across various educational levels remains necessary to confirm its effectiveness.

Analysis of the Stages of Guidance, Counseling, and Educational Communication as an Educational Intervention Process in Schools

2026-05-21T04:43:04+00:00

This study analyzes the stages of guidance, counseling, and educational communication as an integrated process of educational intervention in schools. It is motivated by the increasing complexity of students’ psychosocial problems such as low learning motivation, peer conflict, academic anxiety, and bullying which are often addressed in fragmented and reactive ways. Previous studies tend to examine guidance, counseling, and educational communication separately, resulting in a lack of a comprehensive framework for systematic intervention. Therefore, this study aims to conceptually integrate these three domains into a unified educational intervention process. This research employs a qualitative approach using library research, with data collected from relevant academic literature and analyzed through content analysis. The findings indicate that guidance, counseling, and educational communication share a similar processual structure, including problem identification, diagnosis, intervention planning, implementation, interaction, evaluation, and follow-up. Their integration forms a holistic intervention model that is preventive, curative, and developmental. Educational communication plays a central role as a connecting medium that ensures effective interaction and meaningful behavioral change. This study highlights the importance of an integrative approach to strengthen the role of schools as systematic, humanistic, and responsive educational intervention spaces.

Self-Regulation Strategies Based on Cognitive Behavioral Therapy in Reducing Academic Procrastination among University Students

2026-04-07T03:26:47+00:00

Academic procrastination is a common problem among university students and has negative effects on academic performance, learning consistency, and psychological well-being. This article aims to examine self-regulation strategies based on Cognitive Behavioral Therapy (CBT) in reducing academic procrastination among university students. This study employed a library research design by reviewing relevant books, journal articles, systematic reviews, and previous studies related to academic procrastination, self-regulation, self-regulated learning, CBT, and counseling interventions. The literature was analyzed thematically by identifying, classifying, and synthesizing concepts and findings related to the causes of academic procrastination and intervention strategies. The results of the literature synthesis show that academic procrastination is influenced by cognitive, emotional, motivational, and behavioral factors, such as low self-efficacy, fear of failure, perfectionism, irrational beliefs, emotional avoidance, and weak self-regulation. CBT is relevant for reducing academic procrastination because it helps students identify maladaptive thoughts, reconstruct irrational beliefs, and develop more adaptive academic behaviors. CBT-based self-regulation strategies include self-monitoring, cognitive restructuring, goal setting, task breakdown, time management, self-instruction, self-reinforcement, behavioral activation, self-management, and implementation intention. These strategies can help students improve self-control, reduce avoidance behavior, manage academic tasks more effectively, and strengthen learning autonomy. Therefore, CBT-based self-regulation strategies can be recommended as an applicable counseling approach to reduce academic procrastination among university students.