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Sleep duration and sleep quality are essential physiological needs that play a significant role in the emotional and behavioral development of children aged 3–6 years. Adequate sleep supports brain development, cognitive functioning, emotional regulation, and social interaction skills in early childhood. Conversely, poor sleep duration and low sleep quality may negatively affect children’s attention, mood stability, and ability to interact socially with peers and caregivers. This article is a literature review using a systematic review approach that analyzes 10 scientific articles published between 2016–2026 to evaluate the relationship between sleep duration and sleep quality with emotional and behavioral problems in preschool children. The article selection process followed the PRISMA flow diagram, with articles sourced from Google Scholar, PubMed, and ScienceDirect databases. The findings consistently indicate that inadequate sleep duration and poor sleep quality are associated with increased emotional and behavioral problems, including hyperactivity, anxiety, emotional dysregulation, and difficulties in social interaction among children. Furthermore, sleep disturbances were found to negatively influence children’s emotional self-regulation abilities, which are crucial for adaptive behavior. Therefore, ensuring adequate sleep duration and improving sleep quality are important strategies to support optimal emotional and behavioral development in preschool-aged children.

The academic transition phase among tenth-grade students represents an important period that requires the ability to adjust to changes in the environment, academic demands, and increasingly complex social dynamics. This study aims to analyze psychosocial dynamics in the student adaptation process during the academic transition phase through a literature review approach. The method employed was a library research study by examining various relevant scientific sources related to adolescent psychosocial development, adaptation processes, psychosocial impacts, and strategies for addressing students’ adaptation problems. The results of the review indicate that the adaptation process is influenced by both internal and external factors. Internal factors include emotional condition, coping ability, and self-control, while external factors include support from family, peers, teachers, and the school environment. Students’ inability to adapt may lead to anxiety, low self-confidence, academic difficulties, and obstacles in social interaction. Efforts to support students’ adaptation process can be carried out through strengthening social support, optimizing guidance and counseling services, and implementing self-management techniques to enhance students’ self-regulation abilities. With appropriate support and intervention strategies, students are expected to navigate the academic transition phase more effectively and develop optimally in psychological, social, and academic aspects.

Immigrant children often face challenges in adjusting and adapting to new environments. This study analyses the adaptation process of the main character, Unhei, as an Asian American immigrant child in Yangsook Choi’s picture book The Name Jar. This study examines the challenges Unhei faces in The Name Jar as she attempts to adapt and maintain her identity in a new environment in America, including language barriers, cultural differences, and social interactions with peers. This study employs a qualitative method using text and illustration analysis based on the adaptation theory proposed by Lamme et al. (2004), which consists of three stages: making transitions, making connections, and becoming American. The findings show that Unhei experiences various challenges in adapting to her new environment, including language barriers, cultural differences, and difficulties in social interaction. Unhei undergoes three stages of adaptation; making transitions, making connections, and becoming American. In the making transitions stage, Unhei experiences confusion, insecurity, and difficulty adjusting to a new cultural and social environment. In the making connections stage, she maintains connections with her Korean identity through her family, language, traditional objects, and Korean food while gradually building relationships in her new environment. In the becoming American stage, Unhei begins to adapt to American society and develops confidence in accepting her Korean identity without abandoning her cultural background. Furthermore, Unhei’s experience reflects that adaptation does not always occur smoothly, but involves a process of self-negotiation in dealing with cultural differences. The adaptation process is dynamic and influenced by both internal and external factors, and positive social interactions can help accelerate successful adaptation in a new environment.

This study aims to analyze promiscuous sexual behavior among adolescents as a manifestation of problematic behavior through a literature review approach. The method used was a literature review with a descriptive-analytical design, analyzing 20 national scientific articles published between 2007 and 2024. The analysis process was conducted systematically through the stages of identifying relevant sources, classifying themes, extracting important data, and synthesizing findings to build a comprehensive conceptual framework. The study results were then grouped into four main aspects: internal factors, external factors, impacts, and prevention strategies. The study results indicate that promiscuous sexual behavior among adolescents is influenced by internal factors such as knowledge, attitudes, and moral reasoning, as well as external factors such as family environment, peers, social media, and lack of parental supervision. The resulting impacts are multidimensional, encompassing health (sexually transmitted infections and unplanned pregnancies), psychological (anxiety, guilt), and social (stigma and educational disruption). Effective prevention efforts involve comprehensive sex education, active family involvement, and collaboration between schools and the community.

The development of digital technology provides new opportunities for learning innovation, including in literature learning at Sma Negeri 1 Serang City. This study aims to describe the use of Blogger as a literature learning medium in improving short story writing skills of high school students in the digital era. This study uses a qualitative approach with descriptive methods. The subjects of the study were students of SMA Negeri 1 Serang City with a population of approximately 1,756 students who participated in short story writing learning based on Blogger as a publication and learning medium. Data collection techniques were carried out through observation, interviews, and document analysis of the results of students' short stories published on Blogger. The purpose of this study is to determine the benefits of using Blogger in literature learning to increase student learning motivation, provide space for creativity in writing, and make it easier for students to publish and share their literary works digitally. In addition, Blogger media also encourages students to be more active in the learning process because of interactions through comments and feedback from teachers and peers. Thus, the use of Blogger as a literature learning medium can be an innovative alternative in improving short story writing skills of high school students in the digital era.

At MA Al-Mahdi Serang, there are challenges in the form of psychological distance between students and guidance and counseling teachers, as well as the negative influence of peers in the digital era that threaten students' independence and religious character. Islamic peer counseling is an alternative guidance and counseling strategy to support students' psychological needs while strengthening their independence and religious character. This study aims to (1) analyze the implementation of Islamic peer counseling services, (2) determine their influence on student independence, (3) explore their contribution to fostering religious character, and (4) formulate an effective Islamic guidance and counseling service model at MA Al-Mahdi Serang. This study uses a qualitative approach with a case study design. The research informants were 13 people consisting of the principal who is also a guidance and counseling teacher, the vice principal for curriculum, subject teachers, and students. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using thematic analysis. The results of the study indicate that: (1) the implementation of Islamic peer counseling is carried out through a peer counselor recruitment process based on the criteria of noble character and communication skills, as well as counseling skills training based on the values ​​of brotherhood and tabayyun; (2) Islamic peer counseling services have a positive influence on student independence, particularly in self-management and decision-making; (3) Islamic peer counseling contributes to the development of religious character through the internalization of the values ​​of honesty, responsibility, discipline in worship, and the culture of tawashau bil haqq; and (4) the formulation of an Islamic peer counseling model based on the values ​​of brotherhood as an adaptive and contextual guidance and counseling service in madrasas.

Social interaction is an important part of students' lives, especially in the school environment and socializing with peers. In the process of this interaction, verbal bullying behavior often appears which is often considered a form of joke or a natural thing. In fact, verbal bullying can have a quite serious psychological impact on students who experience it. This study aims to examine various forms of verbal bullying that occur in social interactions in students and analyze the psychological impact it causes. This study uses a literature review method by analyzing various scientific sources in the form of research journals, scientific articles, and relevant books published in the range of 2016–2026. The results of the study show that verbal bullying in students can appear in various forms, such as mockery of physical or ability, insults, the use of harsh words, yelling, and humiliation in front of others or the general public. Various studies have also shown that these behaviors are influenced by the factors of the friendship environment, lack of emotional control, and excessive joke culture among students. The psychological impact caused includes decreased self-confidence, the emergence of feelings of sadness, anxiety, stress, and a tendency to withdraw from the social environment. Therefore, attention from various parties, especially the school and family environment, is needed to prevent and reduce the occurrence of verbal bullying so that students' psychological development can take place in a healthy manner.

This study examines the effects of word of mouth, peer influence, and promotion on exercise decisions at gymnasiums in Bandar Lampung City, with hedonic motivation as a mediating variable. Drawing on the Theory of Planned Behavior and consumer behavior perspectives, the research employed a quantitative causal-associative design. Data were collected through structured questionnaires from 100 active members of four gymnasiums and analyzed using Partial Least Squares - Structural Equation Modeling (PLS-SEM) with SmartPLS . The results indicate that word of mouth, peer influence, and promotion have positive and significant effects on hedonic motivation and on exercise decisions. Hedonic motivation also exerts a positive and significant effect on exercise decisions, suggesting that pleasurable and emotionally rewarding fitness experiences reinforce consumers' intention to engage in regular gym- based exercise. Mediation analysis further reveals that hedonic motivation significantly channels the effects of peer influence and promotion on exercise decisions, while the indirect effect of word of mouth is also significant, although its negative coefficient warrants careful interpretation. These findings demonstrate that exercise decisions are shaped not only by utilitarian health considerations but also by social influence, promotional exposure, and affective consumption experiences. The study provides practical insights for gym managers in designing service and marketing strategies that strengthen customer engagement and sustained participation.

The implementation of Clean and Healthy Living Behavior (PHBS) begins at an early age, particularly among school children, who learn extensively from their surrounding environment through the School Health Program (UKS). Although the family is the primary unit in shaping PHBS habits, parents’ busy schedules often lead children to interact more with teachers and peers at school. This study aims to determine the effectiveness of the UKS program on students’ PHBS at SD Lambaro Angan, Darussalam District, Aceh Besar Regency in 2024. This research employed a cross-sectional design with a population of 321 students and a sample of 76 respondents. Data collection was conducted on March 4, 2024. The results indicate that the UKS program has a significant effect on students’ PHBS, including habits such as washing hands with running water and soap, purchasing healthy snacks at the school canteen, disposing of waste properly, participating in physical exercise, not smoking at school, eliminating mosquito larvae, and using school sanitation facilities (p < 0.05). However, no significant effect was found on activities such as weighing body weight and measuring height. In conclusion, the UKS program is effective in improving students’ PHBS. These findings are expected to provide input for schools to optimize the implementation of UKS and enhance PHBS promotion so that students can apply clean and healthy living behaviors in their daily lives.

This study aims to determine the extent of the role of the school environment in influencing the learning motivation of class X students in Muhammadiyah Maumere High School. The school environment is an external factor that plays an important role in supporting or inhibiting the learning process of students. The factors studied in this study include the physical condition of the school (such as classrooms, libraries, laboratories, and sports facilities), social aspects (support of teachers and peers), as well as psychological aspects (comfort, appreciation, and conducive learning atmosphere). The method used in this study is a qualitative descriptive method with data collection techniques through observation, interviews, and questionnaires to students and teachers. The result of the study shows that school facilities in Muhammadiyah Maumere High School still have many limitations, including inadequate classrooms, lack of learning technology tools such as projectors, small libraries with limited collection of books, and the unavailability of special space for arts and special sport facilities. However, despite these limitations, most students still show a high level of learning motivation. This is influenced by the support of teachers and peers, involvement in extracurricular activities, family support, and personal expectations of student achievement. This study concluded that the school environment indeed plays an important role in shaping student learning motivation, but social and psychological factors also have a big influence. Therefore, it is recommended that schools make improvements and develop physical facilities and strengthen positive social climate to support the student learning process optimally. 

Emotional mental health in adolescents is an important focus because this age group is highly vulnerable to academic and social pressures, as well as the demands of personal development. Emotional problems such as anxiety, stress, and depression that are not recognized early on can interfere with concentration, social relationships, and psychological well-being. This study aims to review the literature related to the early detection of emotional mental disorders in adolescents, so that it can serve as a basis for the development of prevention and intervention strategies. The method used is a literature review, analyzing a number of recent research articles discussing risk factors, symptoms, and early screening methods using instruments such as the Self Reporting Questionnaire (SRQ) and the Strengths and Difficulties Questionnaire (SDQ). The results of the study show that the most common symptoms include anxiety, fatigue, concentration disorders, and relationship problems with peers in adolescents, as well as academic pressure in students. Early screening has been proven to help identify individuals at risk so that intervention can be carried out more quickly. The use of technology, such as web-based expert systems, can also speed up the screening process and improve the accuracy of assessments. It is recommended that educational institutions and health services be more active in conducting mental health screening, providing promotional education, and designing preventive programs. Further research should use analytical or experimental designs to explore risk factors and the effectiveness of interventions in greater depth.

Microteaching is an innovative educator training method aimed at developing basic teaching skills and fostering student self-efficacy through a micro-scale approach. This study describes how teaching simulations with limited duration, audience size, and material focus can facilitate the transformation of pre-service teachers' pedagogical competence. Using a qualitative approach, the research found that microteaching functions as a "safe laboratory" for students to explore teaching creativity without the risk of systemic failure. The skill development process includes mastering stimulus variation techniques through the use of visual and audiovisual media, such as PowerPoint and instructional videos, as well as strengthening instructional communication styles. Furthermore, students' self-efficacy increases significantly through a cycle of constructive feedback from peers and supervisors, enabling reflection-on-action. The results conclude that the re-plan and re-teach mechanisms are crucial in shaping professional and permanent teaching behaviors before students enter actual classroom environments. These findings highlight the importance of microteaching in developing both the technical and reflective skills necessary for effective teaching practice.

The need for affection and belonging is an important aspect in the social and emotional development of students, especially at the Junior High School (SMP) level, where students are in the early adolescent phase characterized by a strong need for acceptance and recognition in the social environment. However, not all students are able to optimally fulfill these needs, so appropriate services are needed to assist them. This study aims to examine the application of group guidance in meeting the needs for affection and belonging in junior high school students. The study used a qualitative approach with a literature review method through the collection and analysis of various relevant literature sources. The results of the study indicate that group guidance is effective in providing positive social experiences for students, such as feeling accepted, appreciated, and being able to develop social and emotional skills, including empathy, cooperation, and self-confidence. Through group dynamics, students can interact, share experiences, and build better relationships with peers. The implications of this study indicate that group guidance needs to be implemented optimally and continuously as a strategic effort to support the fulfillment of the needs for affection and belonging and improve the psychological well-being of students in the school environment.

This study aims to examine the application of group guidance in improving students' learning processes at the secondary school level. Group guidance is one of the services in guidance and counseling that allows students to discuss, share experiences, and develop problem-solving skills in a group setting. The background of this research stems from the observation that many students experience difficulties in their learning process, including low motivation, ineffective learning strategies, and an inability to manage academic pressure. The method used in this study is a literature review approach that examines various relevant research and theories. The results show that group guidance has a significant positive impact on improving students' learning processes, including increasing learning motivation, developing effective study habits, enhancing social interaction among students, and reducing academic anxiety. Group guidance also provides a safe space for students to express their academic difficulties and receive constructive support from peers and counselors. The implications of this research suggest that group guidance services need to be consistently and systematically implemented in schools as part of a comprehensive guidance and counseling program. Schools are recommended to design structured group guidance programs with clear objectives and methods tailored to students' developmental needs. This approach is proven to be effective in supporting students' academic achievement and personal development.

This study aims to synthesize various research findings regarding the role of peer support in increasing adolescent self-confidence and synthesize various guidance and counseling interventions and the role of social support in increasing self-confidence. The method used is a comprehensive review of the results of action research (PTBK), experiments, and correlational studies from various levels of education. The findings show that classical guidance services with Problem-Based Learning (PBL) and brainstorming methods, group guidance with creative media, peer support significantly increase students' courage in expressing opinions using a literature review from several scientific journals, this study analyzes how social interaction, peer counseling, and social support from peers contribute to the formation of positive self-concepts in students. The results can be seen that peer support plays a significant role in increasing adolescent self-confidence through various forms of support, such as respect for opinions, social acceptance, and positive interactions in groups. Adolescents who receive high social support from peers often have better courage and confidence than those with low support. This study provides implications that schools need to develop peer-based interaction programs to create an environment that supports students' psychological development. In conclusion, a holistic approach that combines professional services and strengthening the social environment is very effective for students' personal development.

High school adolescents are in a vulnerable developmental phase towards emotional and behavioral problems due to rapid biological, cognitive, and social changes. Limitations in emotional management can trigger the emergence of problematic behavior, such as aggressiveness, violations of school rules, conflicts with peers, and bullying, both directly and through digital media. This article aims to analyze problematic behavior in high school adolescents from the perspective of emotional conditions. This study used a qualitative approach with a literature review method of 20 national and international scientific articles obtained through Google Scholar and analyzed descriptively-thematically. The results of the study indicate that adolescent problematic behavior is influenced by the interaction of individual, family, school, and social environment factors that are increasingly complex. Low emotional regulation and emotional intelligence increase the tendency for maladaptive behavior, while family support, a conducive school climate, and Guidance and Counseling services act as protective factors. Therefore, a holistic and sustainable approach is needed through strengthening emotional intelligence, preventive Guidance and Counseling services, and the development of life skills to support the social-emotional development of adolescents.

This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

This study aims to explore the influence of formal language skills on the use of slang among first-semester students in the English Language and Literature Education Program at Muhammadiyah University Maumere. The method used in this study is a descriptive qualitative approach with subjects consisting of first-year students. Information was collected through observation, questionnaire distribution, and brief interviews about daily language use habits and academic contexts. The findings of this study indicate that the majority of students actively use slang when interacting informally, especially when communicating with peers and on social media platforms. The use of slang serves as a way to express identity, build social solidarity, and facilitate social adjustment. However, deficiencies in formal language skills make it difficult for some students to recognize the appropriate use of language in context, so that elements of slang often creep into academic situations, such as in class discussions and assignment writing. This study concludes that formal language skills have an impact on the use of slang. Students with high formal language skills tend to be better at switching between language varieties according to context, while those with low formal skills are at greater risk of mixing them up.

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 study examines the stigma and patterns of social support in adolescents with unplanned pregnancies in Makassar in the context of the Bugis-Makassar culture that upholds the values of siri' (honor and shame). Teen pregnancy is understood as an experience influenced by the confluence of traditional values, religious morality, and modern social demands. This study used an Interpretative Phenomenological Analysis (IPA) approach on 17 adolescent girls aged 15–19 years who experienced unplanned pregnancies in June–November 2023. Data were obtained through in-depth semi-structured interviews, recorded, verbatim transcribed, and analyzed using a six-stage science process with a focus on the experience of stigma and social support. Two main themes emerged: Living Under the Shadow of Siri': Multidimensional Stigma and Navigating Social Support in the Context of Shame. Participants experienced widespread stigma in a variety of contexts, including family (serial violations and family shame), society (moral judgments and gossip), health services (discrimination of health workers), and educational environments (bullying and exclusion). Stigma is also internalized in the form of guilt and negative identity, and is especially severe in adolescents with economic limitations. Efforts to seek support are often hampered by concerns about stigma, so adolescents engage in selective disclosure and rely more on peers. Grandma is often the most accepting source of family support. These findings underscore the need for multilevel interventions that reduce community stigma, strengthen friendly and confidential health services, and develop culturally sensitive peer support networks.