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The rapid development of information technology has transformed social media into a digital space that plays a crucial role in shaping the mindset, behavior, and lifestyle of young generations. TikTok is one of the most dominant platforms used by Generation Z, particularly students, due to its ability to present algorithm-based content that aligns with user interests. This condition has the potential to cause psychological stress in the form of Fear of Missing Out (FOMO), which reflects social anxiety due to the perception of being late in keeping up with trends, information, or experiences that hold a dominant position in the social landscape. This research initiative aims to examine the influence of TikTok usage on the lifestyle configurations of Generation Z students, with FOMO serving as a determinant that strengthens this relationship. This study is designed within the quantitative tradition with a positivist epistemological orientation. The study population includes 250 students from the Faculty of Computer Science at the National Pasim University in Bandung, with a sample size of 72 respondents derived using Slovin's formula. The analysis results indicate that TikTok usage and the level of FOMO have a positive and significant impact on changes in students' lifestyles. The regression coefficient estimates are in the positive direction, with a significance value exceeding the critical threshold of 0.05, indicating a unidirectional relationship between the variables. The model determination estimate, at around 57.5%, confirms that TikTok and FOMO are able to explain a significant portion of the variation in students' lifestyles, while the remainder is influenced by factors outside the scope of this study. This finding confirms that TikTok functions not only as a medium of entertainment but also as an agent shaping lifestyles influenced by social and psychological pressures. Therefore, strengthening digital literacy is crucial so that students can use social media more rationally and responsibly.

Mental health among university students has become a critical concern in higher education, particulary as students are required to cope with increasing academic demands, social pressures,and the growing complexity of campus life. At this stage, students are in an early transitional period that requires them to adapt to various changes, both academically and psychosocially. Under thes circumstances, psychological factor play a significant role in helping student maintain mental balance, one of which is emotional intelligence. This study aims to explore and understand the relationship between emotional intelligence and students’ mental health through a literature review approach. The method employed in this study is a qualitative descriptive literature review of 18 national and international scholarly articles published between 2021 and 2025, focusing on topics related to emotional intelligence, academic stress, emotion regulation, and student mental health. The findings indicate that emotional intelligence demonstrates a strong and consistent association with various aspects of students’ mental health, including levels of academic stress, anxiety, depression, academic, burnout, resilience, adjustment abilities, and psychological well being. Students with higher levels of emotional intelligence tend to be more capable of recognizing and understanding their emotions,as well as managing them adaptively when facing academic and social pressures. These abilities contribute to reducing the risk of excessive psychological distress. Furthermore, emotional intelligence functions as a protective factor that support the development of effective coping strategies and healty interpersonal relationship. Therefore, fostering emotional intelligence, through promotive and preventive programs within higher education instituions has the potential to become a strategic effort in enhacing and sustaining students’mental health over the long term.

Bullying is a form of aggressive behavior that is intentionally and repeatedly carried out, characterized by an imbalance of power between the perpetrator and the victim. This phenomenon is not limited to childhood and adolescence but may also produce long term effects that extend into adulthood, including among university students. This study aims to explore the long term impact of bullying on victims’ mental health, with a particular focus on students who have experienced bullying in the past. The study employed a descriptive qualitative method using a literature review approach. Data were obtained through a comprehensive analysis of scientific articles, national and international journals, and previous studies related to bullying and mental health. The findings show that victims of bullying face a higher risk of psychological problems, such as depression, anxiety, post traumatic stress disorder or PTSD, low self esteem, and difficulties in social interactions. These effects influence not only emotional well-being but also academic functioning, including reduced concentration, decreased learning motivation, and lower academic performance. In addition, prolonged psychological stress resulting from bullying may lead to physical problems, such as sleep disturbances and somatic complaints. Factors including limited social support, maladaptive coping strategies, and high intensity or prolonged exposure to bullying were found to intensify the negative impacts experienced by victims. Therefore, this study emphasizes the importance of comprehensive prevention and intervention efforts in higher education settings, such as the provision of accessible counseling services, the implementation of strict anti bullying policies, and the strengthening of social support systems to minimize the long-term mental health effects of bullying among university students.  

Exercise is a planned physical activity that not only contributes to physical fitness but also plays a significant role in maintaining and improving mental health. This study aims to explore the relationship between physical exercise and mental well-being among adolescents and university students with diverse backgrounds of physical activity. The research employs a qualitative approach using in-depth interviews with five informants, consisting of university students who engage in recreational exercise, recreational runners, middle- and long-distance runners, and a sprinter. Data collection was conducted in several public sports spaces in the city of Bandung, focusing on participants’ subjective experiences related to their psychological conditions before and after engaging in exercise. The findings indicate that all participants perceive exercise as an effective means of emotional regulation. Physical activity is consistently associated with improved mood, reduced stress, enhanced sleep quality, stable energy levels, and increased academic concentration and focus. In addition, exercise contributes to the development of self-confidence, self-efficacy, and self-control through structured routines. The social aspects of exercise, such as support from peers, communities, and coaches, were shown to strengthen the sustainability of physical activity while also providing essential emotional support for mental health. However, among competitive athletes, performance-related pressure was identified as a factor that may negatively affect psychological well-being, although this effect can be moderated by adequate social support. Overall, the findings of this study emphasize that exercise functions as an adaptive coping mechanism operating through biological, psychological, and social pathways, and highlight the importance of consistency and balance in physical activity to achieve optimal mental health benefits.  

This research aims to explore a culture shock phenomenon and its impact on the stress levels and adaptation processes of migrant students at PASIM national University, as individuals who move into a new environment, culture, different geographical features, migrant students often face problems in communication or psychological pressure. Data collected process done by interviewing respondents, thru qualitative method with phenomenological approach to deeply describe life experiences. Basically culture shock has four phases, start with initial disorientation and cognitive load due to the uncertainty of social life, followed by emotional pressure leading to social isolation and homesickness. After those two the adaptive coping process activated starting with building relationships with peers, after all of these phases formed the increase of post-crisis increase in intercultural and social competence. This finding indicate that early phase of culture shock does indeed have a negative impct, however, as the adaptation process an individual can develop an independence dan stronger self-identity. Conclusion, this research emphasizes the importance of internal resilience and the support external support in transforming challenges into opportunities for self-development that can lead to personal growth and benefits.

Children with disabilities live with one or more conditions, physical, cognitive, sensory, or social, that limit their daily activities. These conditions necessitate specialized care and attention tailored to their specific needs. This study aims to explore how parents come to terms with their child’s condition, the factors that influence this acceptance, and its overall impact on family well-being. The results suggest that parental acceptance is rarely a straightforward process. It involves a complex emotional journey, often moving through stages of denial, anger, bargaining, and depression before reaching a point of acceptance. The speed and depth of this process are heavily influenced by both internal and external factors. Internally, spiritual values, educational background, and effective coping strategies play a vital role. Externally, the presence of social support and access to healthcare services are crucial. When parents embrace their child’s condition with unconditional love and focus on their potential, it significantly enhances the child’s developmental outcomes. Conversely, a lack of acceptance can increase the burden of caregiving and hinder the child’s progress.

Loss and grief are psychological experiences that significantly affect an individual’s mental state. This process involves various emotional, cognitive, and behavioral changes that can affect a person’s well-being in the long term. This study aims to describe the emotional, cognitive, and behavioral affects that arise in individuals after experiencing loss, as well as the factors that strengthen or weaken their responses to the grieving process. The method used in this study is qualitative, with a literature review approach from various relevant clinical psychology and mental health studies. The results indicate that individuals who experience loss are vulnerable to increased emotional stress, anxiety, depression, and significant declines in social functioning. Furthermore, this article highlights that the quality of social support received, the way individuals make meaning of the loss, and the coping mechanisms they choose play a crucial role in determining the level of grief response. These factors can either accelerate or delay the healing process. An unresolved grieving process or one that is handled in an unhealthy manner can develop into more serious psychological disorders, such as Prolonged Grief Disorder (PGD). PGD is a condition characterized by difficulty in accepting the loss, which can persist for months or even years. This article emphasizes that loss is not merely an emotional disturbance but also a complex psychological process. This process requires a deep understanding, strong social support, and appropriate interventions to maintain an individual’s mental health and help them recover more effectively.

Academic productivity is a vital indicator of student success in higher education, but it is often hampered by the complexity of tasks, transitions in the learning environment, and digital distractions that trigger procrastination. This phenomenon demands a high degree of adaptability so that students do not become trapped in physical and mental exhaustion due to unmanaged workloads. Therefore, this study aims to analyze in depth the causal relationship between time management skills and academic productivity, as well as investigate their role in mitigating academic stress levels in students. The research method applied is a literature review with a qualitative-descriptive approach. The research data was sourced from secondary data in the form of 21 reputable scientific articles (national and international journals) published between 2020 and 2025. The data analysis process was carried out through the stages of data reduction, synthesis of findings, and narrative conclusion drawing to systematically map the relationship between variables. The results and discussion of the study show that time management has a significant positive correlation with improved learning achievement. Specific indicators such as daily schedule planning, priority setting, and self-regulation have been empirically proven to increase task completion efficiency and Grade Point Average (GPA) achievement. Conversely, poor time management was identified as a major predictor of cognitive overload and exhaustion, especially among students with dense curricula such as engineering majors. This study concludes that mastery of time management is not merely a scheduling tool, but a fundamental cognitive strategy that functions as a coping mechanism to maintain mental health and achieve an optimal study-life balance.