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Anxiety disorders are common mental health problems among adolescents, particularly high school students who face academic demands, social pressure, and emotional changes. Family support, sleep quality, and academic stress are considered factors related to students’ anxiety levels. This study aimed to examine the relationship between family support, sleep quality, academic stress, and anxiety disorders among students of SMAN 1 Sumbawa Besar. An analytical study with a cross-sectional design was conducted involving 114 students selected through stratified random sampling. Data were collected using the Perceived Social Support–Family (PSS-Fa), Pittsburgh Sleep Quality Index (PSQI), Educational Stress Scale for Adolescence (ESSA), and Depression Anxiety Stress Scale (DASS-42). Bivariate analysis was performed using the chi-square test, while multivariate analysis employed binary logistic regression. Bivariate results indicated significant associations between family support, sleep quality, academic stress, and anxiety disorders (p < 0.05). However, multivariate analysis revealed that only family support and sleep quality were significantly associated with anxiety disorders, while academic stress was not significant after controlling for other variables. These findings suggest that anxiety prevention efforts should prioritize strengthening family support and improving sleep quality, alongside academic stress management within the school environment.

Academic anxiety is one of the problems commonly experienced by students due to the pressure of assignments, demands for achievement, and concerns about learning outcomes. This article aims to examine the effectiveness of mindfulness-based counseling in reducing students' academic anxiety and to explain the strategic role of guidance counselors in its application in schools. This study uses a literature review method with a literature review approach. Data were obtained from various national journals relevant to the topics of academic anxiety and mindfulness, then analyzed descriptively and qualitatively through a process of collecting, classifying, and synthesizing the results of previous studies. The results of the study show that mindfulness-based counseling is effective in helping students reduce their levels of academic anxiety through conscious breathing exercises, focusing attention, and accepting learning experiences without negative judgment. In addition, guidance counselors play an important role as facilitators, program developers, role models for mindfulness practices, mental health advocates, and liaisons between schools and parents in supporting the success of interventions. By applying the right methods, mindfulness-based counseling can be an effective alternative service in helping students overcome academic anxiety when implemented systematically and continuously  by guidance counselors in schools.

Kecemasan akademik adalah isu yang meluas dalam pendidikan tinggi yang secara signifikan mengganggu kinerja dan kesejahteraan mahasiswa. Artikel ini mengembangkan model konseptual Komunikasi Intrapersonal Islami yang didasarkan pada prinsip Tawakkal (berserah diri kepada Tuhan) sebagai mekanisme untuk mereduksi kecemasan akademik. Dengan menggunakan pendekatan tinjauan literatur, studi ini mensintesis teori psikologi komunikasi intrapersonal (dialog diri dan restrukturisasi kognitif) dengan konsep teologis Islam tentang usaha (ikhtiar) dan penyerahan (tawakkal). Temuan ini mengusulkan Model Tiga Fase: 1) Fase Pra-Aksi (Ikhtiar), di mana komunikasi intrapersonal berfokus pada motivasi proaktif; 2) Fase Tengah-Aksi (Pembingkaian Ulang Kognitif Spiritual), di mana pikiran cemas negatif ditantang dan diinterpretasikan ulang menggunakan narasi spesifik Al-Qur'an dan Sunnah (misalnya, Laa yukallifullaahu nafsan illaa wus’ahaa); dan 3) Fase Pasca-Aksi (Tawakkal), di mana dialog diri beralih ke penerimaan total atas hasil yang telah ditentukan, sehingga melarutkan kecemasan sisa. Model ini berhipotesis bahwa Tawakkal berfungsi sebagai mekanisme stabilisasi inti, yang menyediakan jangkar kognitif akhir yang mengurangi ketidakpastian hasil yang dirasakan. Kerangka konseptual ini menawarkan sudut pandang teoritis yang orisinal untuk mengembangkan intervensi konseling berbasis agama guna menumbuhkan ketahanan akademik pada mahasiswa Muslim.

Penelitian ini menganalisis peran motivasi spiritual dalam meningkatkan ketahanan belajar siswa muslim di SD IT Ar Risalah Miri dengan menggunakan pendekatan kualitatif studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen terhadap siswa kelas IV-VI, guru, dan manajemen sekolah. Temuan penelitian mengungkapkan bahwa motivasi spiritual berkontribusi fundamental terhadap pembentukan resiliensi akademik melalui empat dimensi utama: kesadaran menuntut ilmu sebagai ibadah, penerapan nilai kesabaran dalam menghadapi kesulitan pembelajaran, manifestasi ketekunan dalam konsistensi belajar, dan sikap tawakal yang mengurangi kecemasan akademik. Program pembiasaan keagamaan yang sistematis meliputi shalat dhuha berjamaah, tadarus Al-Qur'an, hafalan berjenjang, dan mentoring spiritual personal terbukti efektif menginternalisasi nilai-nilai spiritual dalam perilaku belajar siswa. Hasil penelitian menunjukkan bahwa integrasi dimensi spiritual tidak hanya meningkatkan motivasi intrinsik tetapi juga membangun fondasi psikologis untuk menghadapi tekanan akademik. Penelitian ini memberikan kontribusi teoretis terhadap pengembangan model pendidikan Islam terpadu holistik dan implikasi praktis bagi stakeholder pendidikan dalam merancang kebijakan berbasis spiritual untuk penguatan resiliensi akademik siswa muslim tingkat sekolah dasar.

Academic anxiety is a prevalent concern encountered by students before to examinations, which may adversely affect academic performance.  This article aims to illustrate successful approaches derived from the Cognitive Behavioural Therapy (CBT) approach to mitigate students' academic anxiety.  The used process may include a literature evaluation by examining 20 relevant and cohesive periodicals.  The findings demonstrate that CBT therapies, including individual or group counselling, self-talk techniques, progressive muscle relaxation, and systematic desensitisation, are very successful in reducing student anxiety.  Cognitive Behavioural Therapy enables students to identify and modify negative thought patterns that provoke anxiety into more rational and adaptive thinking.  By implementing appropriate methods, students may prepare for examinations with more tranquilly and confidence.  This article is anticipated to be a valuable reference for school counsellors and educators in developing mental intervention programmes to enhance kids' overall well-being.    

New students often experience academic anxiety due to environmental differences and learning demands. This anxiety is influenced by emotional regulation. This study aims to explore feelings and emotional conflicts while reducing academic anxiety in students using art therapy methods through drawing techniques and butterfly hug relaxation. This study employs the Service Learning (SL) approach. The results, based on pre-test and post-test evaluations, show an improvement in participants' understanding of academic anxiety and emotional regulation. Additionally, participants demonstrated the ability to control their emotions, although they occasionally still experienced academic anxiety. However, they expressed confidence in their ability to overcome it.