Human Psychology & Behavior

Eling Diar Oktaviani

Adolescence is a critical developmental period in which emotional intelligence plays an important role in self-regulation, social adjustment, and academic functioning. Although parenting style is widely recognized as an important factor in emotional development, findings regarding authoritarian parenting remain inconsistent, particularly across cultural contexts. This study examined the predictive relationship between authoritarian parenting and adolescents’ emotional intelligence among ninth-grade students at SMPN 4 Purbalingga. A quantitative cross-sectional correlational design was employed involving 131 students selected through proportionate stratified random sampling. Data were collected using validated self-report questionnaires and analyzed using simple linear regression. The results indicated a statistically significant relationship between authoritarian parenting and emotional intelligence (F = 57.064, p < 0.001). Authoritarian parenting explained 30.7% of the variance in emotional intelligence (R² = 0.307), indicating a moderate explanatory contribution. However, this relationship should be interpreted as context-dependent rather than causal, given the study design and the influence of unmeasured variables. These findings suggest that parenting practices are meaningfully associated with adolescents’ emotional development, while emotional intelligence is also shaped by broader individual and environmental factors such as peers, school context, and personal characteristics. The study contributes empirical evidence from an Indonesian junior high school setting and highlights the importance of integrating family- and school-based strategies to support adolescents’ socio-emotional development.

Human Psychology & Behavior

Olivia Ayuningrum, Ahmad Hidayat

Academic stress remains a common psychological challenge among university students and may negatively affect academic performance and well-being. This study aimed to examine the relationships between Big Five personality traits and academic stress among undergraduate psychology students using a cross-sectional correlational design. A total of 116 students were recruited through convenience sampling. Data were collected using an adapted Big Five Inventory (33 items; Extraversion α = 0.829, Agreeableness α = 0.672, Conscientiousness α = 0.729, Neuroticism α = 0.666, and Openness to Experience α = 0.772) and an academic stress scale (21 items; α = 0.846), both of which demonstrated acceptable internal consistency. Due to non-normal data distribution, Spearman’s rank correlation analysis was employed. The results showed that neuroticism was significantly positively associated with academic stress (p < 0.05), whereas extraversion, agreeableness, conscientiousness, and openness to experience were significantly negatively associated with academic stress (p < 0.05). Openness showed a moderate negative correlation (r = −0.366). These findings indicate that personality traits are significantly associated with academic stress. These findings offer valuable insights into psychological research on academic stress and encourage further research that addresses the limitations of the current study.

Human Psychology & Behavior

Faradina Setiorini, Achmad Khudori Soleh

The increasing reliance on digital technology in higher education has raised concerns about its potential impact on students’ academic behavior, particularly in relation to procrastination. Prolonged digital engagement may contribute to psychological exhaustion, which could interfere with students’ ability to effectively regulate their academic tasks. This study aimed to examine the association between digital burnout and academic procrastination among undergraduate students. A quantitative correlational design was employed, involving undergraduate psychology students at Universitas Islam Negeri Maulana Malik Ibrahim Malang. Data were collected using adapted and validated self-report instruments administered via an online survey. A total of valid responses were analyzed using descriptive statistics and Pearson correlation analysis. The results indicated that most students experienced moderate levels of digital burnout (60%) and academic procrastination (53%). A significant positive correlation was found between digital burnout and academic procrastination (R = 0.615, R² = 0.378, p < 0.001), suggesting that higher levels of digital burnout are associated with increased procrastination tendencies. These findings indicate that students experiencing greater digital fatigue may struggle more with initiating and completing academic tasks in a timely manner. In conclusion, digital burnout appears to be an important factor associated with academic procrastination, although it should be understood within a broader, multifactorial framework. Additional variables such as motivation, self-regulation, and learning environment may also play meaningful roles in shaping procrastination behavior. Further research using longitudinal or experimental approaches is recommended to better understand the directionality and underlying mechanisms of this relationship across diverse student populations and educational contexts globally.

Human Psychology & Behavior

Al Fira Elisa Aziz, Muhammad Arif Furqon

This study examines the relationship between psychological capital and role clarity with work engagement among staff at the Global English Educational Institution. Grounded in the Job Demands–Resources (JD-R) framework, psychological capital is conceptualized as a personal resource comprising self-efficacy, hope, optimism, and resilience, while role clarity represents a job resource reflecting employees’ understanding of responsibilities and expectations. A quantitative cross-sectional design was employed, involving 77 staff members, including teaching and administrative personnel, using a total sampling approach. Data were collected through standardized self-report questionnaires and analyzed using multiple linear regression. The findings indicate that psychological capital and role clarity are both significantly associated with work engagement (p < 0.05). Psychological capital demonstrated a stronger statistical contribution compared to role clarity. Simultaneously, both variables explained 43.9% of the variance in work engagement, indicating a moderate level of explanatory power. These results suggest that both personal and job resources are relevant factors linked to employees’ engagement levels. However, given the cross-sectional design and reliance on self-report data, the findings should be interpreted as correlational rather than causal. The study is also limited to a single institutional context, which may restrict generalizability. Overall, this study provides empirical support for the JD-R framework within an educational service setting and highlights the potential relevance of strengthening psychological capital and clarifying work roles, while emphasizing the need for further longitudinal and multi-context research.

Human Psychology & Behavior

Husna Zakiyatul Habibah, Wakhid Musthofa

Health-related behaviors among university students have become an increasing concern, particularly among student activists who face substantial academic and organizational demands. Individual characteristics, including personality traits, may be associated with variations in health-related behaviors within this population. This study aimed to examine the association between conscientiousness and healthy living behaviors among student activists at UIN Raden Mas Said Surakarta. A quantitative correlational design was employed, involving 230 undergraduate student activists selected through cluster random sampling from campus-based student organizations (UKK/UKM). Data were collected using the conscientiousness subscale of the Big Five Inventory and a Healthy Living Behavior Scale, both of which demonstrated adequate internal consistency in the present sample. Data were analyzed using Pearson’s product–moment correlation. The results indicated a statistically significant positive association between conscientiousness and healthy living behaviors (r = 0.456, p < 0.001), reflecting a moderate relationship. Descriptive analysis showed that most respondents fell within the moderate category for both conscientiousness and healthy living behaviors, based on mean and standard deviation criteria. These findings indicate that conscientiousness is meaningfully associated with healthier lifestyle practices among student activists, although the cross-sectional design does not permit causal inference. The results underscore the importance of considering personality traits alongside other psychological and contextual factors when examining health-related behaviors in student populations.

Human Psychology & Behavior