Summative Evaluation Of School Based Career Guidance Programs To Improve Students' Career Understanding

2026-08-04T22:57:58+07:00

Providing effective career counseling services to students remains challenging.Although career counseling programs have been incorporated into student development services, they are not always implemented optimally or continuously, nor are they always aligned with students' needs. Limited time, human resources, family economic conditions, and students' low self-confidence can affect the achievement of the program and students' experience in obtaining career counseling services. These conditions demonstrate the need for an evaluation to determine the extent to which the career counseling program has achieved its goals. The purpose of this study is to evaluate the career counseling program at the school in terms of its effectiveness in improving students' career understanding. The evaluation focuses on the program's implementation, its achievements based on the counselors' and students' evaluations, the factors that support and hinder it, and the students' experiences and perceptions of career counseling services. The study used a qualitative approach with an evaluative method. The subjects of the study were guidance and counseling teachers and students. The program has an initial impact on students' career understanding, but its effectiveness is still affected by time constraints, human resources, family economic conditions, and students' low self-confidence.

The Relationship Between Cyberbullying, Peer Support, and Anxiety Levels Levels Among University

2026-08-22T00:12:24+07:00

This study aimed to examine the relationship between cyberbullying, peer support, and university students' anxiety levels. A quantitative approach with a correlational research design was employed. The study involved 112 university students who were active social media users, selected via purposive sampling. Data were collected using scales measuring cyberbullying, peer support, and anxiety levels. Data analysis was conducted using Pearson Product Moment correlation and multiple correlation tests. The results indicated that cyberbullying did not have a significant relationship with students' anxiety levels (correlation coefficient = -0.147; significance value = 0.121; p > 0.05). Conversely, peer support showed a significant negative relationship with students' anxiety levels (correlation coefficient = -0.192; significance value = 0.043; p < 0.05), albeit with a weak strength of association. When analyzed simultaneously, cyberbullying and peer support demonstrated a significant relationship with students' anxiety levels (R = 0.347; R² = 0.121; p = 0.001). These findings reveal that while peer support is negatively associated with anxiety levels, cyberbullying does not show a significant relationship on an individual basis; however, when analyzed together, both factors significantly relate to anxiety levels, contributing 12.1% to the variance. These findings highlight the importance of strengthening peer support and developing comprehensive guidance and counseling services to support students' psychological well-being.

Darussalam: Journal of Psychology and Educational

Summative Evaluation Of School Based Career Guidance Programs To Improve Students' Career Understanding

The Relationship Between Cyberbullying, Peer Support, and Anxiety Levels Levels Among University