Global Journal of Guidance and Counseling in Schools: Current Perspectives

The influence of demographic factors on cyberbullying

Emrush Thaqi, Liridon Hoti, Besarta Sadriu — Sat, 30 Aug 2025 00:00:00 +0300

This study examines the prevalence of cyberbullying among adolescents and its relationship with demographic factors, including gender, age, school level, and place of residence. Cyberbullying, similar to traditional bullying but occurring through digital platforms, has significant physical, psychological, and emotional consequences for students. A comparative research design was employed, with a stratified sample representing variations in school location, gender, and education level. Data were analyzed to assess differences between groups and verify proposed hypotheses. Findings reveal notable gender differences, with males reporting higher levels of cyberbullying than females. Older adolescents and students in higher grades reported more frequent experiences of cyberbullying compared to younger peers. Participants from urban areas also reported a greater prevalence than those from rural settings. These results confirm that demographic factors influence the occurrence of cyberbullying. The study emphasizes the importance of targeted interventions, increased psychological support in schools, and educational initiatives promoting students’ emotional well-being. Addressing these factors is essential for fostering safer school environments and reducing the harmful impact of online harassment.

Keywords: Adolescence; cyberbullying; demographic factors; school environment; student well-being

Evaluating teacher and student perspectives on the use of rewards and punishments in education

Derman Bulunc, Zehra Ozcinar Uzunboylu — Sat, 30 Aug 2025 00:00:00 +0300

This study explores the perspectives of primary school teachers and students regarding the use of rewards and punishments within educational settings. While motivational strategies are widely used in classroom management, a gap remains in understanding how both educators and learners conceptualize these practices. This study addresses this gap by examining shared perceptions of disciplinary methods and their perceived effectiveness. Adopting a phenomenological approach within qualitative methodology, data were collected through semi-structured interviews with 11 teachers and 11 students. The interview questions were developed by the researcher, and responses were analyzed using descriptive analysis techniques. Findings reveal that all participating teachers expressed support for the use of rewards, yet uniformly regarded punishment as a necessary component of classroom management. Although some teachers reported rarely implementing rewards, none reported avoiding punishment. Teachers predominantly employed deprivation-based punishments, removing privileges that students considered desirable. Student responses indicated a preference for short breaks as rewards and the withholding of breaks as the most frequently experienced punishment. These insights underscore the need for a balanced and reflective approach to behavior management that considers the nuanced experiences of both educators and learners.

Keywords: Behavior management; education; phenomenology; punishment; rewards

A systematic review of self-confidence in adolescents

Tri Lestari — Sat, 30 Aug 2025 00:00:00 +0300

Self-confidence is linked to several positive aspects of individual behavior, such as enhanced well-being, motivation, personal abilities, stress coping mechanisms, and mental health. Despite its recognized importance, there is a lack of comprehensive understanding regarding its various dimensions across diverse research contexts. This study aims to address this gap by systematically reviewing the literature on self-confidence published over the last decade. A thorough search was conducted using the Publish or Perish tool, which facilitates the extraction of articles from multiple databases, including Scopus. Following a detailed analysis of relevant studies, various foundational theories, research methodologies, and subject areas were identified. Additionally, articles were classified and visualized through the VosViewer application, which helped highlight key references and trends. The findings suggest a need for further exploration in specific areas of self-confidence, emphasizing the development of future research agendas. This study contributes to the existing body of knowledge by offering insights into the evolving understanding of self-confidence and identifying promising directions for future inquiry.

Keywords: Adolescents; mental health; motivation; self-confidence; stress coping; well-being

Exploring stress and ambiguity tolerance among ındividuals with diverse educational backgrounds

Sat, 30 Aug 2025 00:00:00 +0300

This study explores the relationship between stress tolerance and tolerance to ambiguity during the global crisis induced by the COVID-19 pandemic. The pandemic has intensified stress as a psychological response to the uncertainty and ambiguity faced by individuals, highlighting the crucial role of tolerance in navigating such challenging circumstances. During periods of crisis, particularly societal transitions, individuals’ ability to tolerate ambiguity becomes a significant determinant of their mental resilience. Tolerance is conceptualized as a core personality trait enabling individuals to manage uncertainty, whereas intolerance exacerbates stress and impedes adaptive functioning. This research investigates differences in stress tolerance and tolerance to ambiguity across educational levels, the interplay between these two factors in times of global crisis, and the potential of stress tolerance and tolerance to ambiguity as foundational constructs for psychological practice and research. The findings suggest that individuals with higher tolerance to ambiguity exhibit greater stress tolerance, which helps maintain psychological equilibrium in unpredictable environments. The study underscores the relevance of these traits for both psychological theory and practical interventions in crisis management.

Keywords: Ambiguity; crisis management; stress tolerance; psychological research; tolerance.

Developing and validating the survival-safety skills scale (4S): Rasch model analysis

Enik Nurkholidah, Eka Sakti Yudha, Amirul Hazmi Hamdan — Sat, 30 Aug 2025 00:00:00 +0300

The ability to ensure survival and safety, known as Survival-Safety Skills, is a critical concern for adolescents today. Despite various interpretations, the literature lacks sufficient tools to measure these skills. This study aims to address this gap by developing a valid and reliable Survival-Safety Skills Scale (4S), specifically tailored for adolescents in school settings. To date, no research has discussed an instrument focused on survival-safety skills in this demographic. The study utilized a quantitative approach with participants comprising high school students. Data analysis was conducted using Rasch Model Analysis. The findings indicate that the Survival-Safety Skills Scale (4S) demonstrated strong person reliability, item reliability, and internal consistency, making it a suitable instrument for assessing adolescent survival-safety skills. Out of the 43 items developed, 36 were found to be valid and reliable, with a mix of favorable and unfavorable items. This study introduces an important tool for understanding and assessing adolescents' survival-safety skills. Further research is recommended to examine the scale’s validity across diverse school levels, demographic regions, and gender-based analyses.

Keywords: Adolescent safety; Rasch models; reliability; scale development; survival skills; validity.

Differential efficacy of self-regulation empowerment and scaffolding in managing dyscalculia among secondary school students

Martins Noyosase Igbineweka, Osenweugwor Ngozi Aihie, Patience Ndidi Agboma — Sat, 30 Aug 2025 00:00:00 +0300

Mathematics learning difficulties, such as dyscalculia, continue to impede academic achievement among secondary school students, yet effective intervention strategies remain limited. Research exploring evidence-based approaches to manage dyscalculia, particularly through metacognitive and instructional supports, is still insufficient. This study investigated the effectiveness of self-regulation empowerment training and scaffolding in managing dyscalculia among public secondary school students. A quasi-experimental design with pretest, posttest, and control groups was employed, involving 67 participants selected from a larger population through multistage sampling. The Dyscalculia Screening Scale, adapted from an established screening tool, was used for data collection, with reliability confirmed before implementation. Data were analyzed using descriptive and inferential statistics. Findings indicated that students exposed to self-regulation empowerment training and scaffolding demonstrated improved mathematical performance and reduced dyscalculic tendencies compared to their peers in the control group. The study underscores the efficacy of metacognitive and scaffold-based interventions in addressing learning difficulties and enhancing self-regulated learning among students with dyscalculia. It recommends incorporating structured empowerment and scaffolding techniques into mathematics instruction to promote inclusivity and academic resilience.

Keywords: Dyscalculia; intervention strategies; scaffolding; secondary education; self-regulation

Social emotional learning: Tapping into Algerian middle school EFL students’ decision-making and goal-directed behaviour

Hadjer Ghougali, Mostepha Meddour — Sat, 30 Aug 2025 00:00:00 +0300

Developing students’ cognitive and social-emotional competencies is essential for fostering effective classroom engagement and lifelong learning. Yet, few studies have explored how structured socio-emotional learning programs influence decision-making and goal-directed behavior among English as a Foreign Language (EFL) learners. This study examined the effect of the Strong Kids Curriculum on enhancing cognitive competencies, particularly decision-making and goal-directed behavior, among middle school EFL students. A quasi-experimental design was employed involving 21 participants drawn from a larger group of 218 students. The study utilized the Strong Kids Knowledge Test, Social, Academic, and Emotional Behavior Risk Screener, Devereux Student Strengths Assessment, and the Strong Kids Implementation Fidelity Checklist. Findings revealed that participation in the Strong Kids Curriculum improved students’ decision-making abilities, while changes in goal-directed behavior were less evident. Additionally, students demonstrated notable progress in social-emotional knowledge, supported by consistent program implementation. The study highlights the potential of structured socio-emotional learning interventions in promoting students’ cognitive and emotional development, suggesting that integrating such programs into language education can strengthen learners’ adaptive problem-solving and academic resilience.

Keywords: Cognitive competence; decision-making; goal-directed behavior; socio-emotional learning; Strong Kids Curriculum

Strengthening career readiness through structured career guidance services of grade 11 students

Roxanne Pia Dayag, Jhon Jerome Picajas — Sat, 30 Aug 2025 00:00:00 +0300

Career indecision remains a prevalent challenge among senior high school students, often hindering their educational progress and long-term career development. Despite the availability of school-based guidance programs, inconsistencies in content delivery and effectiveness contribute to varying levels of career readiness. This study addressed this gap by assessing the relationship between students’ career readiness and the quality of the guidance program in a senior high school context. The study involved senior high school students who completed the GATI PIC (Prescreen, In-depth, and Choice) questionnaire. Data were analyzed using correlational techniques to examine the associations between program content, delivery, and students’ readiness for career decision-making. Findings revealed that while students demonstrated a generally high level of career readiness, variations existed across academic strands due to differences in exposure, household background, and extracurricular participation. The study also found a strong alignment between program content and its implementation, indicating that the guidance framework effectively supports career preparedness. The results underscore the need for the standardization of school guidance programs to ensure consistency and equity in career support across disciplines. Strengthening program structure and delivery can enhance students’ confidence, self-awareness, and informed career decision-making.

Keywords: Career guidance; career readiness; decision-making; educational support; senior high school

Factors Influencing Agricultural Education Graduates to Change Career

Alfred Fana Tsikati, Ndumiso Mazibuko — Sat, 30 Aug 2025 00:00:00 +0300

The growing trend of agricultural education graduates leaving the teaching profession poses a major challenge to sustaining quality education and agricultural development. Despite the essential role agricultural educators play in promoting food security and rural innovation, little empirical research has examined the underlying factors prompting these graduates to change careers. This study investigated the motivations behind career transitions among agricultural education graduates and explored strategies to retain them within the teaching profession. Guided by the Teacher Attrition Theory and Holland’s Congruence Theory, the research adopted a multimethod phenomenological design. Data were collected through semi-structured interviews and focus group discussions involving 35 postgraduate agricultural education graduates who had left teaching. Thematic analysis was used to identify patterns and emerging themes. Findings revealed that career changes were influenced by both external factors, such as low remuneration, limited advancement opportunities, and unsupportive work environments, and internal factors, including personality incongruence and lack of fulfillment. Graduates often sought alternative careers aligned with their interests, values, and long-term goals. The study concludes that reducing attrition among agricultural educators requires improving working conditions, enhancing professional development, and aligning training programs with individual motivations and career aspirations. These measures can strengthen teacher retention and ensure the continued growth of agricultural education.

Keywords: agricultural education; career change; career retention; teacher attrition; theoretical framework