World Psychology

THE INFLUENCE OF PERSONALITY, PEDAGOGICAL COMPETENCE, AND ACHIEVEMENT MOTIVATION ON EARLY CHILDHOOD TEACHER PERFORMANCE IN ACEH TAMIANG REGENCY

2026-02-17T23:39:43+07:00

This study aims to: (1) analyze the effect of personality on the achievement motivation of early childhood education teachers in Aceh Tamiang Regency; (2) analyze the effect of pedagogical competence on the achievement motivation of PAUD teachers in Aceh Tamiang Regency; (3) analyze the effect of personality on the performance of PAUD teachers in Aceh Tamiang Regency; (4) analyze the effect of pedagogical competence on the performance of PAUD teachers in Aceh Tamiang Regency; (5) analyze the effect of achievement motivation on the performance of PAUD teachers in Aceh Tamiang Regency; and (6) analyze the simultaneous effect of personality, pedagogical competence, and achievement motivation on the performance of PAUD teachers in Aceh Tamiang Regency. This research uses a quantitative approach with an associative research design. The population consisted of 784 PAUD teachers, with a sample of 100 selected proportionally using Slovin’s formula and probability sampling techniques. The results indicate that: (1) there is a positive and significant effect between personality and teachers’ achievement motivation, (2) pedagogical competence and teachers’ achievement motivation, (3) personality and teacher performance, (4) pedagogical competence and teacher performance, (5) achievement motivation and teacher performance. All relationships are statistically significant with a significance level below 0.05. (6) Simultaneously, personality, pedagogical competence, and achievement motivation contribute significantly to teacher performance, with a coefficient of determination (R²) of 0.934 or 93.4%.Based on the findings, it is recommended that schools and educational policymakers give serious attention to developing teachers’ personality and pedagogical competence as the main foundation for improving performance. Efforts in character building, instilling values of responsibility, discipline, and work ethic should be conducted continuously through internal development and constructive supervision.

THE CONTRIBUTION OF CLASSROOM MANAGEMENT AND TEACHERS’ SOCIAL SUPPORT TO STUDENTS’ ACADEMIC RESILIENCE

2026-01-27T10:01:56+07:00

Academic resilience has become a crucial construct in understanding students’ capacity to persist and adapt in the face of increasing academic demands and learning challenges. Learning environments that are both well managed and socially supportive are assumed to play a vital role in fostering such resilience, yet empirical evidence integrating these factors remains limited. This study aims to examine the contribution of classroom management and teachers’ social support to students’ academic resilience within formal school settings. A quantitative correlational research design was employed, involving students as respondents selected through stratified random sampling. Data were collected using standardized questionnaires measuring classroom management, teachers’ social support, and academic resilience, and were analyzed using descriptive and inferential statistical techniques. The results indicate that both classroom management and teachers’ social support significantly contribute to students’ academic resilience, with teachers’ social support emerging as the stronger predictor. Structured classroom environments and supportive teacher–student relationships were found to jointly enhance students’ persistence, adaptability, and coping strategies when facing academic difficulties. These findings suggest that academic resilience is shaped by the interaction of managerial and relational dimensions of teaching. The study concludes that fostering resilient learners requires not only effective classroom organization but also sustained social support from teachers, underscoring the importance of holistic pedagogical practices in contemporary education.

THE INFLUENCE OF TEACHERS’ PERCEPTIONS OF PRINCIPALS’ SUPERVISION MANAGEMENT ON WORK STRESS LEVELS AND PSYCHOLOGICAL WELL-BEING

2026-01-27T09:59:19+07:00

Teachers’ psychological health has become a critical issue in contemporary schooling, particularly as accountability demands and evaluative pressures intensify supervisory practices. Teachers’ perceptions of how principals manage supervision are increasingly recognized as a key determinant of occupational stress and psychological well-being. This study aims to examine the influence of teachers’ perceptions of principals’ supervision management on work stress levels and psychological well-being. The study employed a quantitative correlational design using a cross-sectional survey approach. Data were collected from teachers through standardized questionnaires measuring perceived supervision management, work stress, and psychological well-being, and were analyzed using descriptive statistics and inferential techniques, including correlation and regression analyses. The results indicate that teachers’ perceptions of supervision management significantly predict both outcomes. Positive perceptions of supportive, transparent, and developmental supervision are associated with lower work stress and higher psychological well-being, whereas negative perceptions of controlling supervision correspond to increased stress and reduced well-being. Supervision management demonstrates a meaningful explanatory contribution to teachers’ psychological conditions. Enhancing principals’ supervisory approaches with attention to teachers’ perceptions may reduce occupational stress and promote sustainable psychological well-being. Such efforts strengthen leadership effectiveness and support healthier professional environments within schools through sustainable, ethical, and psychologically informed supervision practices nationwide implementation.

IMPLEMENTING THE PROBLEM-BASED LEARNING (PBL) MODEL TO IMPROVE STUDENTS' READING AND WRITING SKILLS IN NARRATIVE TEXT LEARNING FOR GRADE IV AT SDN 2 JULI

2026-01-27T10:18:04+07:00

This study aims to improve students’ reading and writing skills through the implementation of the Problem-Based Learning (PBL) model. The background of this research is based on the low level of students’ reading and writing skills, which are indicated by students’ lack of active participation in learning activities, difficulties in understanding reading texts, and limited ability to express ideas and thoughts in written form. This research employed a Classroom Action Research (CAR) design conducted in two cycles. The research subjects consisted of 32 students. Each cycle included the stages of planning, action implementation, observation, and reflection. Data were collected through observations of teacher and student activities, students’ worksheets (LKPD), and tests of reading and writing skills. The data were analyzed using descriptive quantitative and qualitative techniques. The results of the study indicate that the implementation of the Problem-Based Learning (PBL) model led to a significant improvement in students’ reading and writing skills. In the first meeting, only 10 students (31.25%) showed improvement in reading and writing skills. In the second meeting, the number of students who showed improvement increased to 15 students (46.88%). Furthermore, in the third meeting (Cycle II), the improvement became more significant, with 24 students (75%) demonstrating improved reading and writing skills. In addition, students’ learning activities and the quality of teaching practices also improved in each cycle. Based on these findings, it can be concluded that the Problem-Based Learning (PBL) model is effective in improving students’ reading and writing skills. This learning model enhances students’ active participation, critical thinking skills, and accuracy in reading and writing activities.

PARENTING STYLES AND THEIR IMPACT ON COGNITIVE AND BEHAVIORAL DEVELOPMENT IN EARLY ADOLESCENCE

2026-02-15T20:40:40+07:00

Early adolescence is a critical developmental stage characterized by rapid cognitive growth and heightened behavioral adjustment, during which parenting practices play a central role. Parenting styles have been widely associated with adolescent outcomes, yet evidence remains fragmented regarding their combined influence on cognitive and behavioral development during early adolescence. This study aims to examine the impact of different parenting styles on cognitive and behavioral development among early adolescents. A quantitative correlational design was employed involving adolescents aged 11–14 years and their parents, selected from multiple middle schools. Data were collected using validated parenting style questionnaires, standardized cognitive assessments, and behavioral rating scales completed by parents and teachers. Descriptive statistics, correlation analysis, and analysis of variance were applied to examine developmental differences across parenting styles. The results indicate that authoritative parenting is significantly associated with higher cognitive functioning and more adaptive behavioral regulation, while authoritarian and neglectful parenting are linked to lower developmental outcomes. Permissive parenting shows moderate but less consistent effects. The findings suggest that balanced parental responsiveness and control are essential for supporting healthy cognitive and behavioral development during early adolescence. Strengthening authoritative parenting practices may contribute to improved adolescent adjustment and inform family-focused educational and mental health interventions.

THE ROLE OF EMOTIONAL REGULATION IN CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE IN PRIMARY SCHOOL STUDENTS

2026-02-13T21:20:34+07:00

Emotional regulation has emerged as a critical component of students’ socio-emotional development, particularly in primary school settings where behavioral adjustment and academic engagement are essential for effective learning. In classroom contexts, students are required to manage emotions such as frustration, anxiety, and excitement while responding to instructional demands and social interactions. Understanding the role of emotional regulation is therefore fundamental to explaining variations in classroom behavior and academic performance among young learners. This study aims to examine the role of emotional regulation in predicting classroom behavior and academic performance in primary school students. A quantitative correlational research design was employed involving primary school students from upper elementary grades. Data were collected using standardized emotional regulation scales, teacher-rated classroom behavior instruments, and documented academic performance records. Statistical analyses included descriptive statistics, correlation analysis, and regression testing. The results indicate that emotional regulation is significantly associated with adaptive classroom behavior and positively related to academic performance. Emotional regulation also emerged as a significant predictor of classroom behavior and learning outcomes, highlighting its central role in supporting effective learning processes. The study concludes that emotional regulation is a foundational skill that influences how students behave and perform academically in primary school. These findings emphasize the importance of integrating emotional regulation development into instructional practices and educational frameworks to foster both behavioral adjustment and academic success.

THE IMPACT OF MOTIVATION ON ACADEMIC ACHIEVEMENT IN VIRTUAL LEARNING ENVIRONMENTS: A LONGITUDINAL STUDY

2026-02-15T19:34:46+07:00

The rapid expansion of virtual learning environments has transformed contemporary education, yet disparities in academic achievement persist among online learners. Motivation has been widely recognized as a key determinant of academic success in traditional settings; however, its longitudinal impact within fully digital contexts remains insufficiently examined. This study investigates the dynamic relationship between student motivation and academic achievement in virtual learning environments over four consecutive semesters. A longitudinal panel design was employed involving 420 undergraduate students enrolled in fully online programs. Data were collected using validated scales measuring intrinsic motivation, academic self-efficacy, and perceived autonomy, alongside institutional records of cumulative grade point average. Cross-lagged structural equation modeling was applied to analyze temporal and reciprocal effects. Results indicate that academic self-efficacy and intrinsic motivation significantly predict subsequent academic achievement, while prior achievement also reinforces future motivational levels, demonstrating a reciprocal developmental pattern. Combined motivational constructs explained a substantial proportion of variance in cumulative GPA across semesters. The findings underscore the central role of sustained motivational resources in supporting long-term academic success within digital education contexts. Strengthening motivational support mechanisms is essential for enhancing performance and persistence in virtual learning environments.

ANALYSIS OF THE USE OF FICTIONAL TEXT TEACHING MATERIALS IN LITERACY MATERIALS FOR GRADE IV STUDENTS AT THE UPTD OF STATE ELEMENTARY SCHOOL 28 PEUSANGAN

2026-02-17T23:38:27+07:00

Fiction texts are one type of reading material that plays an important role in literacy learning at the elementary school level. This study aims to analyze the use of fiction text teaching materials in literacy learning for fourth grade students at UPTD SDN 28 Peusangan. This research employed a qualitative approach with a descriptive design. The study was conducted at UPTD SDN 28 Peusangan, Peusangan District, Bireuen Regency, in the 2025/2026 academic year. The research subjects consisted of five fourth-grade teachers and sixteen fourth-grade students. The data sources included primary and secondary data. Primary data were obtained through observations of the learning process and interviews with teachers and students. Secondary data were collected from supporting documents such as teaching modules, ATP, fiction text teaching materials, and learning documentation. Data collection techniques included observation, interviews, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The results showed that students’ literacy skills prior to the use of fiction text teaching materials were still relatively low. The implementation of fiction text teaching materials was able to increase student engagement, reading comprehension, vocabulary mastery, and writing skills in a more coherent and structured manner. The conclusion of this study indicates that the use of fiction text teaching materials has a positive impact on improving reading and writing literacy skills of fourth-grade students.

THE ROLE OF ISLAMIC VALUES–BASED SELF-MANAGEMENT IN ENHANCING TEACHERS’ SELF-EFFICACY AND PERFORMANCE

2026-01-27T09:56:37+07:00

Teachers’ performance in Islamic educational institutions is increasingly challenged by rising professional demands that require not only technical competence but also strong internal regulation and moral commitment. Self-management grounded in Islamic values offers a holistic approach to strengthening teachers’ psychological confidence and professional conduct, yet its role in shaping self-efficacy and performance has received limited scholarly attention. This study aims to examine the role of Islamic values–based self-management in enhancing teachers’ self-efficacy and professional performance within Islamic education contexts. The study employs a qualitative research design using a descriptive–analytical library research approach, drawing on primary and secondary sources such as academic books, peer-reviewed journals, and authoritative Islamic educational texts. The analysis focuses on the interrelationship between value-based self-regulation, teachers’ self-efficacy, and performance. The findings indicate that Islamic values–based self-management, characterized by amanah, sincerity, discipline, responsibility, and spiritual accountability, significantly strengthens teachers’ self-efficacy. Enhanced self-efficacy subsequently contributes to consistent instructional behavior, ethical professionalism, and sustained performance. The results suggest that teacher performance is more effectively supported through internally motivated, value-driven self-regulation than through external control mechanisms alone. The study concludes that integrating Islamic values into self-management practices provides a sustainable pathway for improving teachers’ self-efficacy and performance, offering important theoretical and practical implications for Islamic educational leadership and teacher development.

DEVELOPING INTERACTIVE LEARNING MEDIA USING GOOGLE SITES TO IMPROVE LEARNING OUTCOMES

2026-01-27T10:03:20+07:00

The rapid development of information and communication technology has driven innovation in the field of education, particularly through the utilization of digital-based learning media. One such platform that can support interactive learning is Google Sites. This study aims to develop and describe Google Sites-based interactive learning media and to analyze its role in enhancing student engagement, independence, and learning outcomes. This research employs a qualitative approach using descriptive-analytical library research. The results indicate that Google Sites offers significant advantages in terms of accessibility, flexibility, and the ability to integrate various learning resources—such as text, images, videos, and learning evaluations—into a single platform. The utilization of Google Sites as interactive learning media fosters a more engaging learning environment, boosts student activity and independence, and ultimately has a positive impact on improving learning outcomes. Consequently, Google Sites serves as an effective and relevant alternative for interactive learning media to support education in the digital era.

THE INFLUENCE OF ORGANIZATIONAL CULTURE, ABILITY, AND WORK MOTIVATION ON KINDERGARTEN TEACHERS' COMMITMENT IN ACEH TAMIANG REGENCY

2026-01-27T10:16:19+07:00

This study aims to: (1) analyze the influence of organizational culture on the work motivation of kindergarten teachers in Aceh Tamiang Regency; (2) analyze the influence of ability on the work motivation of kindergarten teachers in Aceh Tamiang Regency; (3) analyze the influence of organizational culture on the commitment of kindergarten teachers in Aceh Tamiang Regency; (4) analyze the influence of ability on the commitment of kindergarten teachers in Aceh Tamiang Regency; (5) analyze the influence of work motivation on the commitment of kindergarten teachers in Aceh Tamiang Regency; and (6) analyze the influence of organizational culture, ability, and work motivation on the commitment of kindergarten teachers in Aceh Tamiang Regency. This study employs a quantitative approach with an associative research design. The population consists of 617 kindergarten teachers, with a sample of 243 teachers selected proportionally using the Slovin formula and random sampling technique. The results show that (1) there is a positive and significant influence between organizational culture and teachers’ work motivation; (2) ability and teachers’ work motivation; (3) organizational culture and teachers’ commitment; (4) ability and teachers’ commitment; and (5) work motivation and teachers’ commitment. All of these relationships are statistically significant with significance values below 0.05. (6) Simultaneously, organizational culture, ability, and work motivation contribute very significantly to teachers’ commitment, with a coefficient of determination (R²) of 0.998 or 99.8%. Based on the research findings, it is recommended that schools and education policymakers continuously strengthen positive organizational culture, enhance teachers’ ability through training and professional development, and create a work environment that fosters work motivation. Strengthening these three aspects has been proven to play an important role in improving teachers’ commitment on a ustainable basis.

INTERGROUP CONFLICTS AND SOCIAL HARMONY: A STUDY OF COMMUNITY INTERACTIONS IN MULTICULTURAL SOCIETIES

2026-02-13T21:23:30+07:00

Multicultural societies are increasingly characterized by diversity that brings both opportunities for cooperation and risks of intergroup conflict at the community level. Intergroup tensions and social harmony often coexist, yet their interaction remains insufficiently understood in empirical research. This study aims to examine how community interactions shape intergroup conflicts and social harmony in multicultural societies. A quantitative explanatory design was employed involving community members from diverse ethnic and cultural backgrounds across several multicultural neighborhoods. Data were collected using structured questionnaires measuring intergroup interaction frequency, perceived conflict intensity, and social harmony, complemented by secondary community records. Descriptive statistics, correlation analysis, and multiple regression were used to analyze the data. The results indicate that frequent and meaningful intergroup interactions are significantly associated with lower perceived conflict and higher levels of social harmony. Intergroup interaction emerged as a strong predictor of harmony, while conflict intensity negatively affected harmonious relations. The findings demonstrate that social harmony is actively constructed through everyday interactions rather than achieved by the absence of conflict. Strengthening opportunities for dialogue, shared spaces, and inclusive community engagement can enhance social cohesion. The study concludes that managing diversity through interaction-focused strategies is essential for sustaining peaceful and resilient multicultural communities globally today.

COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD: ANALYZING THE IMPACT OF PARENTAL INTERACTION AND EDUCATIONAL ENVIRONMENT

2026-02-13T21:18:58+07:00

Early childhood represents a critical period for cognitive development, during which foundational abilities such as language, memory, and problem solving are rapidly formed through interaction with the surrounding environment. Parental interaction and educational environment are recognized as influential factors, yet their combined effects are examined separately. This study aims to analyze the impact of parental interaction and educational environment on cognitive development in early childhood using an analytical perspective. A correlational research design was employed involving children aged four to six years enrolled in early childhood education institutions and their parents. Data were collected through parental interaction questionnaires, educational environment assessments, and standardized cognitive development tests, then analyzed using descriptive statistics, correlation, and multiple regression techniques. The results indicate that both parental interaction and educational environment have positive relationships with early childhood cognitive development, with parental interaction emerging as a stronger predictor. The combined model explains variance in cognitive development outcomes, demonstrating complementary roles of home and school contexts. The findings suggest that cognitive development in early childhood is shaped by cumulative aligned experiences across family and educational settings. Strengthening parental engagement alongside improving early educational environments is essential for optimizing cognitive development during this formative stage for young children.

PSYCHOMETRIC EVALUATION OF THE INDONESIAN VERSION OF THE IPPA-R PEER ATTACHMENT SCALE

2026-02-17T23:37:19+07:00

Adolescence is a transitional period characterized by rapid changes in physical, emotional, cognitive, and social aspects, as well as a shift in attachment patterns from parents to peers as a source of emotional support. This study aims to examine the psychometric properties of the Indonesian version of the Inventory of Parent and Peer Attachment–Revised (IPPA-R) peer attachment subscale. The IPPA-R translation process followed the guidelines of the International Test Commission (ITC) and was administered to 256 adolescents aged 12–15 years in West Java using a convenience sampling technique. Psychometric analysis was conducted through construct validity testing with Confirmatory Factor Analysis (CFA) and reliability using Cronbach's Alpha. The CFA analysis results showed that the peer attachment subscale formed a three-factor structure consistent with the initial theoretical model, namely Trust, Communication, and Alienation. The goodness of fit values of the peer attachment subscale showed a fit model (CFI = 0.99, TLI = 0.99, RMSEA = 0.038, SRMR = 0.074). There were 7 items that were discarded based on SLF values below 0.30. With a Cronbach's Alpha reliability of 0.872, it can be concluded that the Indonesian version of the IPPA-R, consisting of 18 items, is valid and reliable for measuring peer attachment in Indonesia.

THE INFLUENCE OF SCHOOL LITERACY ENVIRONMENT MANAGEMENT ON STUDENTS’ READING INTEREST AND SELF-EFFICACY IN ISLAMIC EDUCATION IN INDONESIA

2026-01-27T09:53:20+07:00

Literacy development has become a central concern in Islamic education in Indonesia, particularly in relation to students’ reading interest and self-efficacy as key foundations for academic engagement and lifelong learning. School literacy environment management is assumed to play a strategic role in shaping these outcomes, yet its influence has not been sufficiently examined within Islamic educational contexts. This study aims to analyze the influence of school literacy environment management on students’ reading interest and self-efficacy in Islamic education in Indonesia. The study employed a qualitative research design using a descriptive–analytical library research approach, drawing on peer-reviewed journal articles, academic books, policy documents, and research reports relevant to literacy management and Islamic education. Data were analyzed through thematic synthesis to identify patterns and relationships among literacy environment management, reading interest, and self-efficacy. The findings indicate that well-managed literacy environments characterized by systematic planning, availability of reading facilities, teacher facilitation, and integration of Islamic values significantly enhance students’ motivation to read and strengthen their confidence in reading abilities. Reading interest and self-efficacy were found to be interrelated outcomes shaped by institutional literacy practices rather than individual factors alone. The study concludes that effective school literacy environment management provides a sustainable pathway for fostering motivated and confident readers in Islamic education, highlighting the importance of managerial and cultural dimensions in literacy development.

THE RELATIONSHIP BETWEEN PERCEPTIONS OF CAREER DEVELOPMENT MANAGEMENT AND TEACHERS’ ACHIEVEMENT MOTIVATION IN PURSUING PROMOTION

2026-01-27T09:54:41+07:00

Career advancement through promotion represents a critical dimension of teachers’ professional development, yet many teachers show varying levels of motivation to pursue this process. These differences are often shaped by how teachers perceive the management of career development within their institutions. This study aims to examine the relationship between teachers’ perceptions of career development management and their achievement motivation in pursuing promotion. A quantitative correlational research design was employed using a cross-sectional survey approach. Data were collected from teachers through structured questionnaires measuring perceptions of career development management and achievement motivation related to promotion. The data were analyzed using descriptive statistics and inferential techniques, including correlation and regression analysis, to identify the strength and direction of the relationship between variables. The findings reveal a significant positive relationship between perceptions of career development management and teachers’ achievement motivation in pursuing promotion. Teachers who perceive career development management as transparent, supportive, and well-organized demonstrate higher levels of motivation to engage in promotion-related activities, while negative perceptions are associated with lower motivational levels. The study concludes that effective career development management plays a crucial role in fostering teachers’ achievement motivation toward promotion. Strengthening clarity, fairness, and institutional support in career management systems may enhance teachers’ motivation for professional advancement and contribute to sustainable teacher development.

THE INFLUENCE OF PSYCHOLOGICAL CAPITAL ON JOB PERFORMANCE AMONG SALESPEOPLE AT PT SI

2026-02-04T20:20:09+07:00

The growth of the trading and distributor industry in Indonesia has created a highly competitive climate, requiring salespersons to demonstrate adaptive and innovative performance. This study aims to examine the influence of Psychological Capital (PsyCap) on the Job Performance of salespersons at PT SI, an industrial equipment distributor in Cikarang currently facing challenges related to declining performance and fluctuating sales targets. The research design employs a quantitative approach utilizing a census method (saturated sampling), involving 31 salespersons as respondents due to the relatively small population size. The research instruments employed were the Psychological Capital Questionnaire (PCQ) to measure the dimensions of hope, self-efficacy, resilience, and optimism, and the Individual Work Performance Framework (IWPQ) to assess task performance, contextual performance, and counterproductive work behavior. Data analysis was conducted using simple linear regression to predict the influence of the independent variable on the dependent variable. This study is expected to provide empirical insights into the importance of employees' internal psychological aspects in sustaining performance amidst the pressures of the Business to Business (B2B) industry, and serves as a foundation for management to design HR capacity-building strategies that do not rely solely on financial incentives.

THE ROLE OF FORENSIC PSYCHOLOGY IN CRIMINAL JUSTICE: ANALYZING EXPERT TESTIMONIES AND THEIR IMPACT ON VERDICTS

2026-02-13T21:22:18+07:00

Forensic psychology has become an integral component of modern criminal justice systems, particularly through the use of expert testimony to address complex issues related to mental state, criminal responsibility, competency, and risk assessment. Courts increasingly rely on forensic psychological expertise to inform judicial reasoning, yet the extent and nature of its influence on verdict outcomes remain insufficiently examined. This study aims to analyze the role of forensic psychology in criminal justice by examining how expert psychological testimonies are presented, interpreted, and utilized in judicial verdicts. A qualitative-dominant mixed-method research design was employed, drawing on secondary data from criminal court cases that involved forensic psychological expert testimony. Data were collected through systematic document analysis of court transcripts, expert reports, and written verdicts, supported by descriptive and inferential statistical analysis of verdict patterns. The results indicate that forensic psychological expert testimony significantly influences verdict outcomes, particularly in cases involving criminal responsibility and competency to stand trial. Judicial reliance on expert testimony was strongest when assessments were methodologically rigorous and explicitly referenced in verdict reasoning. The study concludes that forensic psychology functions as a decisive interpretive framework in complex criminal cases rather than as merely supplementary evidence. These findings underscore the importance of methodological rigor, transparency, and ethical accountability in forensic psychological practice to support fair and evidence-based judicial decision-making.

THE EFFECT OF TEACHER FEEDBACK ON STUDENT SELF-ESTEEM AND ACADEMIC ENGAGEMENT IN SECONDARY EDUCATION

2026-02-15T19:33:21+07:00

Teacher feedback plays a central role in shaping students’ academic experiences, particularly during adolescence, a developmental stage marked by heightened sensitivity to evaluation and identity formation. While prior research has extensively examined the impact of feedback on academic achievement, limited attention has been given to its influence on student self-esteem and academic engagement in secondary education. This study aims to investigate the direct and indirect effects of teacher feedback on students’ self-esteem and academic engagement within a structural framework. A quantitative explanatory design was employed involving 512 secondary school students selected through stratified cluster sampling. Data were collected using validated Likert-scale instruments measuring perceived teacher feedback, self-esteem, and multidimensional academic engagement. Structural equation modeling was conducted to test hypothesized relationships among variables. Results indicate that teacher feedback significantly predicts both student self-esteem and academic engagement, with self-esteem partially mediating the relationship between feedback and engagement. The model explains a substantial proportion of variance in engagement outcomes. The findings underscore the importance of constructive and supportive feedback practices in fostering positive self-concept and sustained classroom participation. Strengthening feedback quality may therefore enhance both psychological well-being and academic involvement among secondary school students.