Vol. 2 No. 3 (2026): Journal of Counseling and Educational Research

Career guidance services play crucial role in the lives of students in the second cycle institutions. This research aims to explore the relationship between the career competencies and career readiness of students. The research method used was a quantitative design with 69 questions. Out of a population of 4592 students, 420 respondents were selected, using random sampling techniques experimental design. Descriptive Correlational data were analyzed using Levene's Test for Equality of Variances, T-tests, and Pearson r in SPSS 25. The results of the hypothesis test shows a significance level of 0.001 <0.05, thus rejecting H0 and accepting Ha. The correlation coefficient value of r = 0. 636 indicate a marked relationship between the variables. The study concludes that there is a significant relationship between career competencies and career readiness under the career guidance services. These findings are beneficial for the institutions because they will enhance their career guidance services.

Polite behavior among students is an essential aspect of character development that can be influenced by their ability to manage emotions effectively. The purpose of this study was to determine the significant effect of emotion management on students' polite behavior after participating in group counseling services. This study used a quantitative approach with experimental and survey methods. The research sample consisted of 58 students from class X PM 1 and X MP at SMK Al Makmur Jagakarsa, South Jakarta, who were selected through a One–Group Pretest-Posttest. The instruments used in the study included a questionnaire that had been modified from relevant studies and tested for validity and reliability, along with interview guides, observation sheets, and documentation to support data collection through triangulation. The data were analyzed using normality testing and the Paired Sample T-Test hypothesis test using SPSS Statistics Version 20. The results of the analysis showed a significance value (2-tailed) of 0.000 in the pre-test and post-test, which is less than 0.05. The results of this study indicate that group counseling services focused on improving students' understanding of managing emotions can shape polite behavior. The results of this study are useful in helping students understand and develop their emotional potential and shape themselves positively.

Increasing emotional dysregulation among adolescents has become a growing concern, particularly due to academic pressure and digital exposure. Emotional intelligence plays a key role in regulating emotions and managing social challenges. This study examines the effectiveness of coping strategies in enhancing students’ emotional intelligence through content mastery services. A quasi-experimental design was conducted with 63 students at SMPN 242 Jakarta, divided into experimental and control groups. Data were analyzed using paired sample t-tests. Results showed a significant improvement in emotional intelligence in the experimental group (p < 0.001) with a moderate to strong effect size, while the control group showed no significant change (p = 0.663). These findings indicate that coping-based interventions effectively support emotional regulation and resilience. This study provides one of the first quasi-experimental evaluations in Indonesian junior high schools and highlights the importance of structured, preventive counseling programs.

Nigerian secondary school researchers face an urgent methodological crisis: no validated, culturally appropriate instruments exist for measuring academic cheating proneness and its key psychological correlates among adolescents in this context. This paper employs an instrument adaptation and psychometric validation design to address this gap, reporting the systematic cross-cultural adaptation of a four-instrument measurement battery comprising the Proneness to Academic Cheating Behaviours Questionnaire (PACBQ), the Self-Efficacy Questionnaire (SEQ), the Procrastination Scale (PS), and the Locus of Control Scale (LOCS). These four instruments were selected as a theoretically coherent package, collectively capturing the full psychological profile of the cheating-prone student within Social Cognitive Theory and Cognitive Behavioural Theory frameworks. Each instrument underwent expert panel appraisal, item deletion, cultural contextualisation, and linguistic simplification. Content validity was established through a five-member expert review panel, with inter-rater agreement exceeding 80%. Test-retest reliability, assessed on a pilot sample of 20 SS1 students at a two-week interval, yielded coefficients of 0.89 (PACBQ), 0.90 (SEQ), 0.90 (PS), and 0.92 (LOCS). The main study involved 102 students selected via multi-stage sampling. Implications for counselling practice and further psychometric development are discussed.

This study was conducted because self-harm behavior in adolescents has become a serious problem that requires in-depth attention, especially in Indonesia, where this phenomenon continues to increase. Factors such as gender, ethnicity, and age are believed to play an important role in influencing self-harm behavior, but comprehensive empirical studies on the interaction of these three factors are still limited. The objectives of this study were to identify differences in self-harm behavior based on gender, ethnicity, age, and investigate the interaction between these three factors. The research method used a quantitative design with a survey approach. The sample consisted of 812 adolescents who were randomly selected from various regions in Indonesia, and data were collected through questionnaires measuring the level of self-harm behavior and demographic factors. Data were analyzed using ANOVA in the Rasch model. The results showed that females have higher rates of self-harm than males. Bugis (B) and Flores (F) cultures show higher self-harm scores compared to other age groups. In addition, the 15-17 age group shows higher self-harm scores compared to other age groups. The conclusion of this study is that there are significant differences in self-harm behavior in adolescents based on gender, ethnicity, and age