Improving Student Protesters’ Self-Control Through Points of You Coaching

Perdana Kusuma, Tri Sulastri, Dibyo Restu Nugraha, Dwi Yan Nugraha

Abstract


Student demonstrations in Indonesia are often marked by impulsive behaviors that may escalate into aggressive actions. Self-control plays an important regulatory role in helping individuals manage emotions, impulses, and responses in high-pressure collective settings such as protests. This study examines the effectiveness of Points of You–based coaching in enhancing self-control among university students involved in demonstrations in Makassar. An experimental one-group pretest–posttest design was employed, with self-control assessed using the Brief Self-Control Scale (BSCS) and the Self-Control and Self-Management Scale (SCMS). Data analysis was conducted using R version 4.5.0 in combination with Positron and JASP version 0.95.4.0. Bayesian paired-sample t-tests and Bayesian Linear Regression with a Dichotomous Predictor were used to evaluate changes following the intervention. The results indicate that Points of You coaching effectively improves participants’ self-control, as reflected in increased postintervention scores across both measurement instruments. The practical implications highlight that visual–narrative coaching approaches can serve as a relevant psychological intervention to help students regulate impulsive tendencies during demonstrations, while also supporting educational institutions in promoting more constructive, reflective, and self-regulated forms of collective action.

Keywords


Coaching; Points of You; self-control; student demonstrations; psychological intervention

Full Text:

PDF

References


Abdollahi, A., Maleki Farab, N., Panahipour, S., & Allen, K. A. (2020). Academic hardiness as a moderator between evaluative concerns perfectionism and academic procrastination in students. The Journal of Genetic Psychology, 181(5), 355–367. https://doi.org/10.1080/00221325.2020.1783194

Adedayo, O. F. (2024). The effect of story-telling in coaching and mentoring engagement.I-Manager’s Journal on Management, 18(4), 12–23. https://doi.org/10.26634/jmgt.18.4.20890

Adhipermana, L. D. (2022). Indonesian student movement moral force doctrine in social change under Jokowi’s Indonesia and its future. Langgas: Jurnal Studi Pembangunan, 1(1), 18–25. https://doi.org/10.32734/ljsp.v1i1.8564

Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 174(104154), 1–16. https://doi.org/10.1016/j.compedu.2021.104154

Altmeyer, K., Brünken, R., Kuhn, J., & Malone, S. (2024). The role of cognitive learner prerequisites for cognitive load and learning outcomes in AR-supported lab work. Education Sciences, 14(1161), 1–23. https://doi.org/10.3390/educsci14111161

Amiruddin, A., & Saputra, A. N. (2022). Elections and potential conflict in South Sulawesi. Journal of Scientific Research, Education, and Technology (JSRET), 1(2), 378–387. https://doi.org/10.58526/jsret.v1i2.121

Andraszewicz, S., Scheibehenne, B., Rieskamp, J., Grasman, R., Verhagen, J., & Wagenmakers, E. J. (2015). An introduction to Bayesian hypothesis testing for management research. Journal of Management, 41(2), 521–543. https://doi.org/10.1177/0149206314560412

Anjum, R. (2022). Role of hardiness and social support in psychological well-being among university students. MIER Journal of Educational Studies, Trends & Practices, 12(1), 51–60. https://doi.org/10.52634/mier/2022/v12/i1/2172

Anridho, C. (2024). Youth movement in Indonesia: Omnibus law demonstration. Studi Budaya Nusantara, 8(1), 68–81. https://doi.org/10.21776/ub.sbn.2024.008.01.05

Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 3–25. https://doi.org/10.1037/amp0000191

Aprodita, N. P. (2021). The relationship between quality of college life and academic hardiness among college students. Jurnal Psikologi Pendidikan & Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling, 7(1), 47–56. https://doi.org/10.26858/jpkk.v7i1.15963

Arifin, H. H., & Milla, M. N. (2020). Adaptasi dan properti psikometrik skala kontrol diri ringkas versi Indonesia. Jurnal Psikologi Sosial, 18(2), 179–195. https://doi.org/10.7454/jps.2020.18

Atad, O. I., & Grant, A. M. (2021). Evidence-based coaching as a supplement to traditional lectures: Impact on undergraduates’ goal attainment and measures of mental well-being. International Journal of Mentoring and Coaching in Education, 10(3), 249–266. https://doi.org/10.1108/IJMCE-05-2020-0024

Avilés-Dávila, A. F., Martín Palacio, M. E., & Di Giusto Valle, C. (2023). Impact of coaching on the development of personal and social competences among secondary school students. Children, 10(1025), 1–16. https://doi.org/10.3390/children10061025

Baah, C., Govender, I., & Subramaniam, P. R. (2024). Enhancing learning engagement: A study on gamification’s influence on motivation and cognitive load. Education Sciences, 14(1115), 1–18. https://doi.org/10.3390/educsci14101115

Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), 351–355. https://doi.org/10.1111/j.1467-8721.2007.00534.x

Berger, J. O., & Sellke, T. (1987). Testing a point null hypothesis: The irreconcilability of P values and evidence. Journal of the American Statistical Association, 82(397), 112–122. https://doi.org/10.1080/01621459.1987.10478397

Błachnio, A., Przepiórka, A., Kot, P., Cudo, A., & McElroy, E. (2023). The mediating role of rumination between stress appraisal and cyberchondria. Acta Psychologica, 238(103946) 1–6. https://doi.org/10.1016/j.actpsy.2023.103946

Britton, D., & Polman, R. (2022). Validation of the Interpersonal Regulation Questionnaire in sports: Measuring emotion regulation via social processes and interactions. International Journal of Sport and Exercise Psychology, 21(4), 1002–1018. https://doi.org/10.1080/1612197X.2022.2089197

Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). Guilford.

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton, Mifflin and Company.

Chou, Y.-Y. J., Tversky, B., & Tversky, B. (2020). Changing perspective: Building creative mindsets. Cognitive Science, 44(e12820), 1–28. https://doi.org/10.1111/cogs.12820

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Routledge.

Dancey, C., & Reidy, J. (2020). Statistics without maths for psychology (8th ed.). Pearson.

Depaoli, S. (2021). Bayesian structural equation modelling. The Guilford Press.

Donker, T., van Klaveren, C., Cornelisz, I., Kok, R. N., & van Gelder, J.-L. (2020). Analysis of usage data from a self-guided app-based virtual reality cognitive behavior therapy for acrophobia: A randomized controlled trial. JAMA Psychiatry, 76(7), 682–690. https://doi.org/10.1001/jamapsychiatry.2019.0219

Duckworth A, Steinberg L. Unpacking self-control. Child Development Perspectives. 2015; 9(1), 32–37. https://doi.org/10.1111/cdep.12107

Donaldson-Wright, M., & Hefferon, K. (2020). ‘A new vision!’: Exploring coachee experiences of using photography in coaching – An interpretative phenomenological analysis.International Journal of Evidence Based Coaching and Mentoring, 18(2), 166–182. https://doi.org/10.24384/JJTE-XP48

Drury, J., Reicher, S. D., & Stott, C. (2012). The psychology of collective action: Crowds and change. In B. Wagoner, E. Jensen, & J. A. Oldmeadow (Eds.), Culture and social change: Transforming society through the power of ideas (pp. 19–38). IAP Information Age Publishing.

Eames, M. (2024). Landscape of the mind: Using imagery and metaphors in arts-based coaching. In Arts-based coaching (1st ed., pp. 9). Routledge. https://doi.org/10.4324/9781003453437-3

Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 215–217. https://doi.org/10.15406/bbij.2017.05.00149

Evaldsson, A.-C., & Melander, H. (2017). Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences. Linguistics and Education, 37, 73–86. https://doi.org/10.1016/J.LINGED.2016.05.001

Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149

Faulkenberry, T. J., Ly, A., & Wagenmakers, E. J. (2020). Bayesian inference in numerical cognition: A tutorial using JASP. Journal of Numerical Cognition, 6(2), 231–259. https://doi.org/10.5964/jnc.v6i2.288

Field, A. (2024). Discovering statistics using IBM SPSS statistics (6th ed.). Sage publications limited.

Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. Sage.

Fitriana, R., Kanto, S., Chawa, A. F., Kholifah, S., Rozuli, A. I., Hakim, M. L., Maksum, A., & Umanailo, M. C. B. (2023).Violence never ending: Case studi at external student organizations in Makassar-Indonesia, 9(2), 1–7. https://doi.org/10.53555/ephhss.v9i2.1960

Furr, R. M. (2022). Psychometrics: An introduction (4th ed.). SAGE Publications, Inc.

Gallo-Giunzioni, K., Prieto-Ursúa, M., Fernández-Belinchón, C., & Martín Sanz, N. (2025). Psychometric properties of the differentiated process scale of self-forgiveness in Spanish population. Cogent Psychology, 12(1), 1–15. https://doi.org/10.1080/23311908.2025.2539465

García-Álvarez, D., Soler, M. J., & Cobo-Rendón, R. (2020). Promoting character strengths through the Growing Up Strong Program: The students’ perspective. Revista de Estudios e Investigación en Psicología y Educación, 7(1), 54–63. https://doi.org/10.17979/reipe.2020.7.1.6541

García-Álvarez, D., Cobo-Rendón, R., & Lobos, K. (2024). Character strengths as predictors of general and academic self-efficacy in university students. Frontiers in Psychology, 15(1490095), 1–10. https://doi.org/10.3389/fpsyg.2024.1490095

Gaskin, J. E., Lowry, P. B., Rosengren, W., & Fife, P. T. (2025). Essential validation criteria for rigorous covariance-based structural equation modelling. Information Systems Journal, 0, 1–32. https://doi.org/10.1111/isj.12598

Ghasemi, F. (2021). A motivational response to the inefficiency of teachers’ practices towards students with learned helplessness. Learning and Motivation, 73(101705), 1–9. https://doi.org/10.1016/J.LMOT.2020.101705

Good, D., Yeganeh, B., & Yeganeh, R. (2013). Cognitive behavioral executive coaching. In Research in organizational change and development (Vol. 21). Emerald Group Publishing Limited. https://doi.org/10.1108/S0897-3016(2013)0000021009

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Han, H., Park, J., & Thoma, S. J. (2018) Why do we need to employ Bayesian statistics and how can we employ it in studies of moral education?: With practical guidelines to use JASP for educators and researchers. Journal of Moral Education, 47(4), 519–537. https://doi.org/10.1080/03057240.2018.1463204

Heppner, P. P., Wampold, B. E., Owen, J., Thompson, M. N., & Wang, K. T. (2015). Research design in counseling (4th ed.). Cengage Learning.

Herald. (2025). Demonstrasi di Makassar. Eskalasi kekerasan meningkat, mahasiswa terlibat bentrokan. Herald Sulsel [Internet]. Retrieved from: https://www.heraldsulsel.com (Accessed February 25, 2025).

Hidayatullah, H. T., Setiyowati, A. J., Ramli, M., & Wahyuni, F. (2025). Cyberchondria and adolescent mental health: School counseling interventions. Bisma: The Journal of Counseling, 9(1), 15–27. https://doi.org/10.23887/bisma.v9i1.90115

Hoeting, J. A., Madigan, D., Raftery, A. E., & Volinsky, C. T. (1999). Bayesian Model Averaging: A Tutorial. Statistical Science, 14(4), 382–401. Retrieved from http://www.jstor.org/stable/2676803

Huang, M.-J. (2024). Are people more horrible than ghosts? Workplace haters and employee creativity. Basic and Applied Social Psychology, 46(2), 125–139. https://doi.org/10.1080/01973533.2024.2318338

Hunt, M. Q., Novak, C. E., Madrigal, L. A., & Vargas, T. M. (2020). Strategies for developing mental toughness in high school athletes. Strategies: A Journal for Physical and Sport Educators, 33(2), 3–10. https://doi.org/10.1080/08924562.2019.1680330

Iuga, I. A., David, O. A., & Danet, M. (2023). Student burnout in children and adolescents: The role of attachment and emotion regulation. Children, 10(1443), 10–12. https://doi.org/10.3390/children10091443

International Test Commission. (2018). ITC guidelines for translating and adapting tests (Second Edition). International Journal of Testing, 18(2), 101–134. https://doi.org/10.1080/15305058.2017.1398166

J., H. (2012). Anarkisme demonstrasi mahasiswa: Studi kasus pada Universitas Islam Negeri Alauddin Makassar. Jurnal Studi Pemerintahan, 3(1), 49–70. https://doi.org/10.18196/jgp.2012.0004

Jan, S., & Parveen, A. (2024). Construction and validation of academic burnout scale. Discover Psychology, 4(104), 1–16. https://doi.org/10.1007/s44202-024-00201-x

JASP Team. (2025). Jeffreys’ amazing statistics program (JASP) [Computer software]. https://jasp-stats.org/

Kamtsios, S. (2023). The interplay of academic hardiness, passion for studies and affective experiences in undergraduates’ happiness and GPA scores: A person-oriented approach. Psychological Studies, 68(3), 359–373. https://doi.org/10.1007/s12646-023-00729-3

Kaplan, D. (2014). Bayesian statistics for the social sciences. Guilford Press.

Kaplan, D. (2024). Bayesian statistics for the social sciences (2nd ed.). The Guilford Press.

Khairunnisa, K., & Arini, D. U. (2024). Menemukan self insight melalui coaching dengan teknik Point of You bagi para guru PKBM Al Qalam Citra Indah Bogor. Jurnal Abdimas Indonesia, 4(3), 907–912. https://doi.org/10.53769/jai.v4i3.922

Koć-Januchta, M. M., Schönborn, K. J., Roehrig, C., Chaudhri, V. K., Tibell, L. A. E., & Heller, H. C. (2022). “Connecting concepts helps put main ideas together”: Cognitive load and usability in learning biology with an AI-enriched textbook. International Journal of Educational Technology in Higher Education, 19(11), 1–22. https://doi.org/10.1186/s41239-021-00317-3

Kompas. (2025). Demonstrasi mahasiswa di makassar kembali ricuh, sejumlah demonstran ditangkap. Kompas [Internet]. Retrieved from: https://www.kompas.com (Accessed February 25, 2025).

Kong, L. (2024). Relationship between anxiety and academic burnout in college students: The mediating role of emotion regulation strategy. In Education psychology and behavioral analysis (pp. 527–538). CRC Press. https://doi.org/10.1201/9781032676043-43

Kovbuz, V. (2025). Supporting mental well-being through emotion-focused coaching intervention. European Scientific Journal, ESJ, 43(1), 1–14. https://doi.org/10.19044/esipreprint.7.2025.p1

Kruschke, J. K. (2018). Rejecting or accepting parameter values in Bayesian estimation. Advances in Methods and Practices in Psychological Science, 1(2), 270–280. https://doi.org/10.1177/2515245918771304

Kuo, T. M., Tsai, C.-C., & Wang, J.-C. (2021). Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness. The Internet and Higher Education, 51(100819), 1–15. https://doi.org/10.1016/j.iheduc.2021.100819

Li, J., Huang, J.-H., & Chen, J.-Y. (2022). Relationship between hardiness and the learning adaptation of Chinese college students: The mediating role of teacher support and the moderating role of an only-child status. Asia-Pacific Education Researcher, 31(6), 547–558. https://doi.org/10.1007/s40299-022-00692-z

Lin, X.-F., Tang, D., Shen, W., Liang, Z.-M., Tang, Y., & Tsai, C.-C. (2020). Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: The mediation effect of hardiness. International Journal of Science Education, 42(11), 1811–1831. https://doi.org/10.1080/09500693.2020.1755475

Lin-Stephens, S., & Manuguerra, M. (2023). Using visual stimuli in narrative career interventions: Effects of image-supported storytelling on interview anxiety and performance. International Journal for Educational and Vocational Guidance, 24(2), 285–302. https://doi.org/10.1007/s10775-023-09603-0

Liputan 6. (2025). Bentrokan dalam aksi mahasiswa di makassar, aparat kepolisian bertindak tegas. Liputan 6 [Internet]. Retrieved from: https://www.liputan6.com (Accessed February 25, 2025).

Liu, J., Cheng, X., & Li, J. (2022). Relationship between hardiness and the mental health of funded Chinese college students: The mediating role of social support and the moderating role of an only-child status. Frontiers in Psychology, 13(842278), 1–10. https://doi.org/10.3389/fpsyg.2022.842278

Liu, J., Shadiev, R., & Cao, M. (2025). Effects of digital citizenship educational game on teenagers’ learning achievement, motivation, cognitive load, and behavioral patterns. Education and Information Technologies, 30(2), 1125–1145. https://doi.org/10.1007/s10639-025-13399-7

Liu, S., Yang, H., Cheng, M., & Miao, T. (2022). Family dysfunction and cyberchondria among Chinese adolescents: A moderated mediation model. International Journal of Environmental Research and Public Health, 19(9716), 1–16. https://doi.org/10.3390/ijerph19159716

Lüdtke, O., Ulitzsch, E., & Robitzsch, A. (2021). A comparison of penalized maximum likelihood estimation and Markov Chain Monte Carlo techniques for estimating confirmatory factor analysis models with small sample sizes. Front. Psychol. 12(615162), 1–25. https://doi.org/10.3389/fpsyg.2021.615162

Mair, P. (2018). Modern psychometrics with R. Springer International Publishing AG.

Makarowski, R., Görner, K., Piotrowski, A., Predoiu, R., Predoiu, A., Mitrache, G., Malinauskas, R., Vazne, Z., Bochaver, K., Cherepov, E., Hamzah, I., Nikkhah-Farkhani, Z., Miklósi, M., Kovács, K., Pelin, F., Boe, O., Rawat, S., Deshpande, A., Plopa, M., & Predoiu, R. (2021). The Hungarian, Latvian, Lithuanian, Polish, Romanian, Russian, Slovak, and Spanish adaptation of the Makarowski’s Aggression Questionnaire for martial arts athletes. Baltic Journal of Health and Physical Activity, 13(3), 1–15. https://doi.org/10.29359/BJHPA.13.3.01

Marcou, A. (2021). Violence, communication, and civil disobedience. Jurisprudence, 12(4), 491–511. https://doi.org/10.1080/20403313.2021.1921494

McManus, B. (2024). Coaching in art galleries and public buildings: Strategies for enhancing reflection. In Arts-based coaching (1st ed.). Routledge. https://doi.org/10.4324/9781003453437-9

Mezo, P. G. (2009). The self-control and self-management scale (SCMS): Development of an adaptive self-regulatory coping skills instrument. Journal of Psychopathology and Behavioral Assessment, 31, 83–93. https://doi.org/10.1007/s10862-008-9104-2

Mezo, P. G., & Short, M. M. (2012). Construct validity and confirmatory factor analysis of the self-control and self-management scale. Canadian Journal of Behavioural Science, 44(1), 1–8. https://doi.org/10.1037/a0024414

Mrazek, A. J., Mrazek, M. D., Maul, A., Mrazek, K. L., & Schooler, J. W. (2021). Taking charge: Characterizing the rapid development of self-regulation through intensive training. Journal of Health Psychology, 26(12), 2304–2319. https://doi.org/10.1177/1359105320909856

Mugisha, G., & Arguel, A. (2025). Procedural learning in mixed reality: Assessing cognitive load and performance. Education Sciences, 15(339), 1–22. https://doi.org/10.3390/educsci15030339

Muhammad, F., Rakhmat, C., Rusmana, N., & Saripah, I. (2025). Analysis of factors that contribute to the formation of academic hardiness of university students. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 11(1), 375–386. https://doi.org/10.33394/jk.v11i1.14839

Muthén, B., & Asparouhov, T. (2012). Bayesian structural equation modeling: A more flexible representation of substantive theory. Psychological Methods, 17(3), 313–335. https://doi.org/10.1037/a0026802

Nadeem, F., Malik, N. I., Atta, M., Ullah, I., Martinotti, G., Pettorruso, M., Vellante, F., Di Giannantonio, M., & De Berardis, D. (2022). Relationship between health anxiety and cyberchondria: Role of metacognitive beliefs. Journal of Clinical Medicine, 11(2590), 1–18. https://doi.org/10.3390/jcm11092590

Neff, K. D. (2023). Self-compassion: Theory, method, research, and intervention. Annual Review of Psychology, 74, 193–218. https://doi.org/10.1146/annurev-psych-032420-031047

Neff, K., & Germer, C. (2018). The mindful self-compassion workbook: A proven way to accept yourself, build inner strength, and thrive. Guilford Press.

Nuzzo, R. L. (2017). An introduction to Bayesian data analysis for correlations. PM&R, 9(12), 1278–1282. https://doi.org/10.1016/j.pmrj.2017.11.003

Özbaş, C., Yıldız, E. T., Tüzün, H., Çiğdem, A. G. K., & Dikmen, A. U. (2025). Health literacy and sociodemographic determinants of cyberchondria: A cross-sectional study among outpatients of a university hospital in Turkey. Healthcare, 13(2445), 1–14. https://doi.org/10.3390/healthcare13192445

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422), 1–28. https://doi.org/10.3389/fpsyg.2017.00422

Posit Software, PBC. (2025). Positron [Computer software]. https://positron.posit.co/

Privado, J., Sanchis Sanchis, E., Sancho-Cantus, D., Cubero-Plazas, L., Navarro-Illana, E., & de la Rubia Ortí, J. E. (2024). Prediction of caregiver psychological distress in amyotrophic lateral sclerosis: A cross-sectional study. Rehabilitation Psychology, 69(4), 364–374. https://doi.org/10.1037/rep0000554

Puccini, O., & Newell, S. J. (2025). Exploring the experiences of social loafing in group work among online psychology students. Journal of University Teaching and Learning Practice, 22(1), 45–59. https://doi.org/10.53761/dqvkp589

Qiang, J., He, X., Xia, Z., Huang, J., & Xu, C. (2024). The association between intolerance of uncertainty and academic burnout among university students: The role of self-regulatory fatigue and self-compassion. Frontiers in Public Health, 12(1441465), 1–10. https://doi.org/10.3389/fpubh.2024.1441465

R Core Team. (2025). R: A language and environment for statistical computing [Computer software]. R Foundation for Statistical Computing. https://www.r-project.org/

Rafatjoo, Z., Heidari, E., Salimi, G., & Keshavarzi, F. (2024). How academic hardiness mediates the relationship between students’ digital informal learning and their academic performance? Interactive Learning Environments, 32(4), 512–528. https://doi.org/10.1080/10494820.2024.2400086

Rahman, M. S., Josafi, K. A., Abror, M. A. S., & Sujana, A. M. (2025). Gerakan mahasiswa di era reformasi: Tantangan dan peluang. Jurnal Pemikiran Sosiologi, 10(2), 1–32. https://doi.org/10.47498/jau.v4i1.5246

Ramadlan, M. F. S., & Aminuddin, M. F. (2025). Student activism in post-authoritarian indonesia: higher education reform, movement dynamics, and shifting political narratives. JWP (Jurnal Wacana Politik), 10(3), 313–327. https://doi.org/10.24198/jwp.v10i3.51485

Ramírez-García, A. (2023). Coaching-based pedagogy and its impact on students’ self-regulation among marginalized and segregated communities: Palestinian Arab middle school students as a case study. Education Sciences, 13(527), 1–15. https://doi.org/10.3390/educsci13050527

Rijal, S. (2017). Radikalisme kaum muda islam terdidik di Makassar. Jurnal “Al-Qalam”, 23(2), 335–345. https://doi.org/10.31969/ALQ.V23I2.434

Robert, L. P., Jr. (2020). Behavior-output control theory, trust, and social loafing in virtual teams. Multimodal Technologies and Interaction, 4(39), 1–21. https://doi.org/10.3390/mti4030039

Rouder, J. N., Morey, R. D., Speckmanc, P. L., & Province, J. M. (2012). Default Bayes factors for ANOVA designs. Journal of Mathematical Psychology, 56, 356–374. https://doi.org/10.1016/j.jmp.2012.08.001

Santiago, P. H. R., Quintero, A., Haag, D., Roberts, R., Smithers, L., & Jamieson, L. (2021). Drop-the-p: Bayesian CFA of the multidimensional scale of perceived social support in Australia. Frontiers in Psychology, 12(542257), 1–15. https://doi.org/10.3389/fpsyg.2021.542257

Santoro, G., Starcevic, V., Scalone, A., Cavallo, J., Musetti, A., & Schimmenti, A. (2022). The doctor is in(ternet): The mediating role of health anxiety in the relationship between somatic symptoms and cyberchondria. Journal of Personalized Medicine, 12(1490), 1–10. https://doi.org/10.3390/jpm12091490

Savirani, A. (2023). University curricula and student movement in Indonesia: “Gejayan Memanggil” Protest in Yogyakarta. Journal of Governance, 8(3), 367–383. https://doi.org/10.31506/jog.v8i3.20904

Sepiadou, I., & Metallidou, P. (2022). Academic hardiness as a moderator of the relation between perfectionism and academic procrastination in university students. European Journal of Psychology of Education, 38, 1053–1072. https://doi.org/10.1007/s10212-022-00648-3

Sepulveda, A., Birnbaum, M., Finley, J. B., & Frye, S. (2019). Coaching college students who have expressed an interest in leaving: A pilot study. Coaching: An International Journal of Theory, Research and Practice, 13(1), 8–15. https://doi.org/10.1080/17521882.2019.1574847

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton, Mifflin and Company.

Siegert, K. (2018). The police and the human right to peaceful assembly. In: Alleweldt, R., Fickenscher, G. (eds) The police and international human rights law. Springer, Cham. https://doi.org/10.1007/978-3-319-71339-7_11

Silfiasari, P. R. E. (2025). Adaptasi instrumen the self-control and self-management scale (SCMS) versi Indonesia. Jurnal Empati, 14(3), 253–264. https://doi.org/10.14710/empati.2025.49350

Smolkowski, K., Marquez, B., Marquez, J., Vincent, C. G., Pennefather, J., Walker, H. M., & Strycker, L. A. (2022). Teaching self-management strategies to upper-elementary students: Evidence of promise from the We Have Choices program. Psychology in the Schools, 59(8), 1576–1592. https://doi.org/10.1002/pits.22710

Sozio, G., Agostinho, S., Tindall-Ford, S., & Paas, F. (2024). Enhancing teaching strategies through cognitive load theory: Process vs. product worked examples. Education Sciences, 14(813), 1–18. https://doi.org/10.3390/educsci14080813

Stewart, J., Sostar, T., Myhra, I., Hoffmann, S., & Uppal, J. (2024). An Episode of Your Life: Rich narrative engagement with episodic stories. International Journal of Narrative Therapy and Community Work, 1, 43–55. https://doi.org/10.4320/PUGG5190

Stieglitz, S., Mirbabaie, M., Möllmann, N. R. J., & Rzyski, J. (2021). Collaborating with virtual assistants in organizations: Analyzing social loafing tendencies and responsibility attribution. Information Systems Frontiers, 23(6), 1409–1426. https://doi.org/10.1007/s10796-021-10201-0

Stott, C., & Radburn, M. (2020). Understanding crowd conflict: Social context, psychology and policing. Current Opinion in Psychology, 35, 76–80. https://doi.org/10.1016/J.COPSYC.2020.03.001

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x

Thomas, E. F., & Louis, W. R. (2013). Doing democracy: The social psychological mobilization and consequences of collective action. Social Issues and Policy Review, 7(1), 173–200. https://doi.org/10.1111/j.1751-2409.2012.01047.x

Tosuntaş, Ş. B. (2020). Diffusion of responsibility in group work: Social loafing. Journal of Pedagogical Research, 4(3), 344–358. https://doi.org/10.33902/JPR.2020465073

Udvardi-Lakos, N., Weirich, M., Asbrand, J., & Renkl, A. (2024). Example-based learning in heuristic domains: Can using relevant content knowledge support the effective allocation of intrinsic, extraneous, and germane cognitive load? Frontiers in Psychology, 15(1387095), 1–16. https://doi.org/10.3389/fpsyg.2024.1387095

van de Schoot, R., Broere, J. J., Perryck, K. H., Zondervan-Zwijnenburg, M., & van Loey, N. E. (2015). Analyzing small data sets using Bayesian estimation: The case of posttraumatic stress symptoms following mechanical ventilation in burn survivors. European Journal of Psychotraumatology, 6, 25216. https://doi.org/10.3402/ejpt.v6.25216

van de Schoot, R., Winter, S. D., Ryan, O., Zondervan-Zwijnenburg, M., & Depaoli, S. (2017). A systematic review of Bayesian articles in psychology: The last 25 years. Psychological Methods, 22(2), 217–239. http://dx.doi.org/10.1037/met0000100

van den Bergh, D., van Doorn, J., Marsman, M., Draws, T., van Kesteren, E.-J., Derks, K., Dablander, F., Gronau, Q. F., Kucharský, Š., Komarlu Narendra Gupta, A. R., Sarafoglou, A., Voelkel, J. G., Stefan, A., Ly, A., Hinne, M., Matzke, D., & Wagenmakers, E.-J. (2020). A tutorial on conducting and interpreting a Bayesian ANOVA in JASP. L’année psychologique / Topics in Cognitive Psychology, 120(1), 73–96. https://doi.org/10.3917/anpsy1.201.0073

van den Bergh, D., Wagenmakers, E-J., & Aust, F. (2023). Bayesian repeated-measures analysis of variance: An updated methodology implemented in JASP. Advances in Methods and Practices in Psychological Science, 6(2), 1–11. https://doi.org/10.1177/25152459231168024

van Doorn, J., van den Bergh, D., Böhm, U., Dablander, F., Derks, K., Draws, T., Etz, A., Evans, N. J., Gronau, Q. F., Haaf, J. M., Hinne, M., Kucharsky, S., Ly, A., Marsman, M., Matzke, D., Gupta, A. R. K. N., Sarafoglou, A., Stefan, A., Voelkel, J. G., & Wagenmakers, E-J. (2021). The JASP guidelines for conducting and reporting a Bayesian analysis. Psychonomic Bulletin and Review, 28, 813–826. https://doi.org/10.3758/s13423-020-01798-5

Vestergren, S., & Acar, Y. G. (2023). The dynamic context of transformations through crowds and collective action. Social Research, 90(2), 271–292. https://doi.org/10.1353/sor.2023.a901705

Wagenmakers, E.-J., Lodewyckx, T., Kuriyal, H., & Grasman, R. (2010). Bayesian hypothesis testing for psychologists: A tutorial on the Savage-Dickey method. Cognitive Psychology, 60(3), 158–189. https://doi.org/10. 1016/j.cogpsych.2009.12.001

Wagenmakers, E.-J., Marsman, M., Jamil, T., Ly, A., Verhagen, J., Love, J., Selker, R., Gronau, Q. F., Šmíra, M., Epskamp, S., Matzke, D., Rouder, J. N., & Morey, R. D. (2018). Bayesian inference for psychology. Part I: Theoretical advantages and practical ramifications. Psychonomic Bulletin & Review, 25, 35–57. https://doi.org/10.3758/s13423-017-1343-3

Wang, T., Li, S., Huang, X., Pan, Z., & Lajoie, S. P. (2022). Examining students’ cognitive load in the context of self-regulated learning with an intelligent tutoring system. Education and Information Technologies, 28, 5697–5715. https://doi.org/10.1007/s10639-022-11357-1

Wang, M., Alavi, M., & Izadpanah, S. (2023). The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English foreign language learners. Learning and Motivation, 84(101940). https://doi.org/10.1016/j.lmot.2023.101940

Wasfy, N. F., Abed, R. A. R., Gouda, E. M., Ghaly, M. S., & El-Wazir, Y. M. (2021). Effectiveness of instructional design framework based on cognitive load theory for clinical skills training. Advanced Education, 18(1), 25–36. https://doi.org/10.20535/2410-8286.225686

Watsjold, B., & Zhong, D. (2020). Clinical coaching cards: A game of active learning theory and teaching techniques. MedEdPORTAL, 16(11042), 1–8. https://doi.org/10.15766/mep_2374-8265.11042

Watts, A. (2024). Coaching with collage. In Arts-based coaching (1st ed., pp. 10). Routledge. https://doi.org/10.4324/9781003453437-17

Wu, C.-H., Liu, C.-H., & Huang, Y.-M. (2022). The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load. International Journal of STEM Education, 9(35), 1–22. https://doi.org/10.1186/s40594-022-00346-y

Yılmaz, T. K., Yılmaz, Z., & Arpacik, O. (2025). Gamified mobile guidance for museum virtual tours: How task design shapes learning experience and cognitive load. Journal of Educational Computing Research, 63(2), 317–338. https://doi.org/10.1177/07356331251347008

Yeom, G. (2020). A study on the judicial discussion and improvement of the police line in the assembly demonstration. Journal of Instrumentation, 1, 56–63. https://doi.org/10.22471/POLICE.2020.5.2.56

Zhavira, R., & Palupi, L. S. (2022). Academic hardiness and psychological well-being among university students (Ketangguhan akademis dan kesejahteraan psikologis pada mahasiswa). INSAN Jurnal Psikologi dan Kesehatan Mental, 7(22), 145–155. https://doi.org/10.20473/jpkm.v7i22022.145-155

Zondervan-Zwijnenburg, M., Peeters, M., Depaoli, S., & Van de Schoot, R. (2017). Where do priors come from? Applying guidelines to construct informative priors in small sample research. Research in Human Development, 14(4), 305–320. https://doi.org/10.1080/15427609.2017.1370966

Zubaidah, S., Kamsilaniah, K., Shadiq, M. A., Hamid, A. H., & Fitriani, F. (2023). Anarchist demonstration during the exercise of the right to freedom of opinion. SIGn Jurnal Hukum, 4(2), 351–363. https://doi.org/10.37276/sjh.v4i2.222




DOI: https://doi.org/10.15548/alqalb.v17i1.12852

Refbacks

  • There are currently no refbacks.


Ruang Jurnal,
Fakultas Ushuluddin dan Studi Agama,
UIN Imam Bonjol Padang
Jl. Kampus 3, Sungai Bangek, Balai Gadang,
Kota Padang, Sumatra Barat
E-mail: [email protected]

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.