Vol. 2 No. 2 (2025): JITSS (Journal of Innovation and Trend in Social Sciences)

Father involvement during adolescence remains relatively low and may negatively impact boys' social skills and emotional regulation. This research aims to provide deeper insight into how adolescent boys’ attachment to their fathers contributes to their social-emotional development. This study employed an associative quantitative method involving 71 respondents selected through purposive sampling, based on the criteria of male students aged 15–18 years who lived with their fathers. Data were collected using adapted research instruments, namely the Inventory of Parent and Peer Attachment (IPPA) and the Social-Emotional and Character Development Scale (SECDS). Simple linear regression analysis was used to test the hypothesis. The results show a significant influence of father–son attachment on social-emotional development (Fcount = 15.817 > Ftable = 3.98; p < 0.05). The determination coefficient (R Square) of 0.186 indicates that 18.6% of the variation in social-emotional development is explained by attachment to fathers, while the remaining 81.4% is influenced by other unexamined factors. The findings highlight the importance of fathers' involvement in fostering adolescents' social-emotional development. Therefore, schools are encouraged to optimize guidance and counseling services by providing family engagement programs, including parenting workshops and father–child counseling, to strengthen paternal support.

Technological developments and the increasing use of smartphones have influenced adolescents' social interaction patterns, including the emergence of phubbing behavior, which is the tendency to ignore others because of focusing on mobile phones. Low self-control is suspected to be a contributing factor to this behavior. This study aims to determine the relationship between self-control and phubbing behavior among students of SMK Tri Arga 2 West Jakarta. The study used a quantitative approach with a simple random sampling technique and involved 200 students as a sample. The instruments used were the Self-Control Scale and the Phubbing Behavior Scale with a 4-point Likert model. All items were declared valid and reliable through validity tests and Cronbach's Alpha > 0.70. Data analysis used the Pearson Correlation test via SPSS version 26. The results showed a significance value of 0.000 (<0.05) and a correlation value of -0.570, indicating a significant and negative relationship between self-control and phubbing behavior. The higher the student's self-control, the lower the phubbing behavior they exhibit. The results of this study are expected to contribute to the development of guidance and counseling services, particularly in strengthening self-control as a preventive effort to reduce phubbing behavior in the school environment.

The phenomenon of relational aggression among students is increasingly evident in peer interactions. This condition is often associated with students’ levels of self-esteem, as individuals with lower self-esteem tend to be more vulnerable to displaying relationally aggressive behaviors. This research aims to examine the relationship between relational aggression and self-esteem among students at SMP Negeri 95 Jakarta Utara, as well as to describe the overall patterns of both variables. This research employed a descriptive quantitative approach, involving a sample of 180 students from SMP Negeri 95 Jakarta Utara. The measurement tools consisted of two questionnaires developed by the researcher. Validity testing indicated that all items in both instruments were valid, and the reliability test using Cronbach’s alpha yielded coefficients of 0.87 for the self-esteem questionnaire and 0.88 for the relational aggression questionnaire, indicating strong reliability. Data were analyzed using SPSS version 27 with a correlational technique. The findings revealed a significant relationship between self-esteem (X) and relational aggression (Y). The correlation between the two variables was categorized as weak, with a negative coefficient of –0.255, indicating that higher self-esteem is associated with lower levels of relational aggression among students.