International Journal of Research in Counseling

Application of Cognitive Restructuring Technique to Reduce Fear of Missing Out in Social Media Use Among Vocational High School Students

Rafli Adriansyah Rahman — 2026-06-28

High social media use among adolescents contributes to Fear of Missing Out (FoMO), an anxiety driven by cognitive distortions that encourages compulsive online engagement. Vocational high school students are particularly vulnerable because demanding academic and practical training schedules often lead them to seek psychological compensation through social media. This study aimed to: (1) describe students’ FoMO levels before and after the intervention, (2) explain the implementation of cognitive restructuring in group counseling, and (3) examine its effectiveness in reducing FoMO. A quantitative quasi-experimental design with a non-equivalent control group was employed. Twenty eleventh-grade students with high FoMO scores were assigned to an experimental group (n = 10) and a control group (n = 10). Data were collected using an adapted FoMO Scale (28 valid items; Cronbach’s Alpha = 0.907). The intervention consisted of seven group counseling sessions based on Cormier and Cormier’s (1985) six-stage cognitive restructuring model. The independent samples t-test showed a significant effect (t = 16.906, p < .001). Students in the experimental group improved from high/very high to moderate/low FoMO levels, whereas the control group showed no meaningful change. These findings provide empirical evidence that structured cognitive restructuring is effective for reducing FoMO among vocational high school students and supports its integration into school guidance and counseling services to promote adolescents’ digital wellbeing.

Conceptual Exploration of Islamic Reframing and I-Message Techniques in Guidance and Counseling Practices for Handling Psychosocial Problems in Islamic Junior High Schools

Leni Julita — 2026-06-28

Background. Adolescence, the process of building self-understanding, can lead to role confusion, emotional instability, and interpersonal conflict, which have a direct impact on psychosocial well-being.

Purpose. The purpose of this study is to understand the psychosocial problems of MTs students, examine the application of I-Message and Reframing techniques in guidance and counseling practices, and explore the integration of Qur'anic values ??in the counseling process to produce a more holistic and contextual approach in dealing with student problems.

Method. A qualitative approach with a phenomenological method was used with three research subjects. Data were obtained through interviews, observations, and documentation. Data analysis referred to Miles and Huberman, and data validity was achieved through source triangulation, member checking, and peer debriefing.

Results. The results showed that students experienced social problems such as academic pressure, peer conflict, family conflict, anxiety, low self-esteem, and digital addiction. Here's a shorter version. The guidance counselor used an empathetic and non-judgmental communication approach when interacting with students during the counseling process. The guidance counselor understood reframing techniques not only as a psychological strategy but also as an effort to help students interpret experiences more positively and in harmony with spiritual values. The guidance counselor used Quranic values ??as psychological reinforcement when students faced emotional stress or difficulties. Students responded relatively positively to the counseling approach, which combined empathetic communication with the process of interpreting problems through Quranic values.

Conclusion. The combination of empathetic communication and Qur'anic values ??has a positive impact on students' emotional state, helping them to understand themselves better, be calmer, and be more patient and optimistic.

The Influence of Psychological Capital and Digital Literacy on Work Readiness Among Final Year Student at Semarang State University

Nabila Nova Azzahra — 2026-06-28

Work readiness among final-year university students remains suboptimal despite its critical role in determining a successful transition into the workforce. This study aimed to examine the influence of psychological capital and digital literacy on work readiness among final-year students at Semarang State University (UNNES). This research employed a quantitative correlational approach. The population consisted of 5,228 students, with a sample of 331 final-year students drawn using proportionate random sampling. Data were collected using three adapted psychological scales and analyzed using multiple linear regression with IBM SPSS Statistics version 26. The results of the analysis show that psychological capital and digital literacy have a simultaneous effect on the work readiness of final-year students at UNNES, with a calculated F-value of 227,673 and p = 0.000 < 0.05. Partially, psychological capital has an effect with a t-value of 6,124, followed by digital literacy which has a dominant effect with a t-value of 17,527. Together, both variables contributed 58.1% to work readiness, while the remaining 41.9% was attributable to other factors beyond the scope of this study, including soft skills, internship experience, and social support. These findings offer practical implications for universities need to develop student oriented programs that build psychological capital while also improving digital literacy in preparing graduates for the competitive labor market.