INSPIRA: Indonesian Journal of Psychological Research

BASE-6 psychological adjustment scale validation in the context of Indonesian adolescents

Ersa Lanang Sanjaya, Reynalda Fildzah Dessyrianti, Fibia Tista Avanti — Wed, 02 Jul 2025 04:27:28 +0800

This study aimed to adapt and validate the Brief Adjustment Scale–6 (BASE-6) for use among Indonesian adolescents. Psychological adjustment plays a critical role in adolescent development, making it essential to establish a culturally relevant and age-appropriate assessment tool. The BASE-6, a brief yet robust measure of psychological adjustment, was selected for adaptation. Confirmatory factor analysis demonstrated strong construct validity, with model fit indices, including the Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Root Mean Square Error of Approximation (RMSEA), and Standardized Root Mean Square Residual (SRMR), collectively indicating a well-fitting model for the Indonesian context. The findings support the suitability of the adapted BASE-6 for assessing psychological adjustment in the Indonesian adolescent population. This validated instrument is expected to contribute to future research and inform interventions designed to promote adolescent mental health.

Development and validation of the parasocial relationships with religious figures scale

Wed, 02 Jul 2025 05:11:56 +0800

The current study aimed to develop and validate the Parasocial Relationships with Religious Figures (PSR-R) scale, a multidimensional instrument designed to assess individuals' parasocial relationships with their idolized religious figures. A total of 301 participants aged 18–29 were recruited using convenience sampling, representing six religious groups in Indonesia. The scale development process involved item generation, expert evaluation, and confirmatory factor analysis to establish the structural validity of the scale. The final 25-item PSR-R scale demonstrated robust model fit (CFI = .908, RMSEA = .062, and SRMR = .607), capturing four dimensions: interest in, knowledge of, identification with, and interaction with. Internal consistency was high (? = .922), with dimension-level reliabilities ranging from .711 to .855 and significant intercorrelations among its four dimensions, supporting its validity as a multidimensional construct. Convergent validity was supported by a significant positive correlation with a measure of celebrity worship (r = .544, p < .001), suggesting that shared psychological processes underlie parasocial relationships across different domains. These findings support the PSR-R scale as a reliable and valid instrument for assessing parasocial relationships in religious contexts. By introducing a validated measurement tool, this study provides a foundation for further exploration of parasocial relationships with religious figures and their psychological implications. The scale offers theoretical and applied value for examining the psychological impact of mediated religious engagement. Future research should assess the cross-cultural generalizability of this approach, its role in identity development, and its potential applications in religious education, counseling, and mental health settings.

Dhikr relaxation for middle-aged hypertensive patients to reduce insomnia

Fuad Nashori, Nadea Khairunnisa, Khairunnisa Fitri, Gita Puteri — Wed, 02 Jul 2025 06:03:50 +0800

Insomnia is a prevalent comorbidity among middle-aged individuals with hypertension. Dhikr relaxation, an Islamic spirituality-based intervention, has been proposed as a non-pharmacological approach to improve sleep quality. This study aimed to examine the effectiveness of dhikr relaxation therapy in reducing insomnia among middle-aged hypertensive patients. The study involved 18 participants aged 40–59 years diagnosed with stage 2 hypertension. Participants were randomly assigned to either an experimental group (n = 9) that received dhikr relaxation therapy or a control group (n = 9) that received no treatment. Insomnia was measured using the Athens Insomnia Scale (AIS) at the posttest and the two-week follow-up. Data were analyzed using paired t-tests and the Mann-Whitney U test, based on assumptions of normality and homogeneity. The results showed no statistically significant difference in insomnia scores between the experimental and control groups at both posttest and follow-up (p > 0.05). Additionally, there was no significant within-group change in insomnia scores over time. Dhikr relaxation therapy did not demonstrate effectiveness in reducing insomnia among middle-aged hypertensive patients. Potential confounding factors such as gender imbalance and participant background may have affected the results. Further studies with larger, more diverse samples and refined methodology are recommended.

Relationship between socioeconomic status dimensions and academic anxiety of college students

Marypaul Louise Apolonio, Marie Chiela Malcampo, Teresita Rungduin — Wed, 02 Jul 2025 12:54:35 +0800

This quantitative correlational study examined the relationship between various dimensions of socioeconomic status (SES) and academic anxiety among 330 Filipino college students in Metro Manila, Phillipines. Data were collected through online surveys utilizing two adapted instruments: a 10-item Socioeconomic Status Questionnaire and an 11-item Academic Anxiety Scale. Pearson correlation and multiple regression analyses were conducted to assess the associations and predictive strength of SES indicators—such as parental education and occupation, family income, family size, gender, and age—on academic anxiety. Results revealed that higher paternal education and office-type paternal occupations were significantly associated with increased academic anxiety, while lower paternal education and manual labor occupations were associated with reduced anxiety. Family income exceeding ?20,001 was positively correlated with anxiety, possibly due to increased academic expectations. Regression analysis showed that paternal education, paternal occupation, family size, and student age collectively explained 19.9% of the variance in academic anxiety. These findings highlight the nuanced effects of SES, particularly paternal factors, on students' psychological stress. The study underscores the importance of culturally responsive support strategies such as parental education workshops, financial literacy training, and targeted anxiety interventions for students. Future research should consider longitudinal and qualitative methods to explore the underlying cultural mechanisms and long-term outcomes.

Exploring the impact of play-based learning on teacher satisfaction, stress, and learners’ collaboration

Jamiu Sulaimon, Abdullateef Adeshina Adebayo, Blandina Manditereza — Wed, 02 Jul 2025 13:12:32 +0800

This study investigated the effects of play-based learning on teacher satisfaction, stress levels, and collaborative learning among primary education learners. Employing a descriptive survey design, the study sampled 200 early childhood education practitioners in Ilorin South Local Government Area, Kwara State, Nigeria, selected through simple random sampling. Data were collected using a validated instrument—the "Questionnaire on Play-Based Learning, Teacher Satisfaction, Stress, and Student Collaboration in the Classroom" (QPBLTSSSC), with a reliability coefficient of .81. Descriptive statistics were used to analyze responses related to play-based learning's impact on teachers' job satisfaction, stress reduction, collaborative learning, and child development. The findings revealed that play-based learning significantly enhanced teacher satisfaction and reduced stress by promoting enjoyment, fulfilment, and a relaxed teaching atmosphere. It also fostered collaborative learning by improving teamwork, peer interaction, and inclusive learning environments. Moreover, play-based pedagogy significantly contributed to children's cognitive, language, problem-solving, motor, and socio-emotional development. These outcomes underscore the critical value of integrating play-based methods into early childhood curricula. The study recommends professional development programs that emphasize both guided and free play strategies, as well as public awareness of home-based play practices and stress-reduction training for educators, to support holistic child development and teacher well-being.