Self-compassion is a significant psychological aspect that plays a crucial role in helping adolescents cope with psychological distress and challenging circumstances. During the adolescent period, individuals tend to have low self-compassion due to frequent rumination and self-evaluation. Secure attachment is one of the psychological factors that could potentially influence the level of self-compassion. Thus, this study aims to analyse the relationship between secure attachment and self-compassion in high school students, considering gender as a moderating variable. The study included 206 Teuku Umar High School students in Semarang, consisting of 106 females and 100 males. Data collection techniques employed the Self-Compassion Scale (26 items) and the Inventory of Parent and Peer (19 items). The results of the analysis revealed a positive relationship between secure attachment and self-compassion, with an R coefficient value of 0.3308 and R² of 10.94%. While secure attachment did not significantly affect overall self-compassion directly (p = 0.4760), gender was found to significantly moderate the relationship (p = 0.0256). These findings suggest that women tend to have higher levels of self-compassion than men. However, high secure attachment in women is associated with lower self-compassion levels. This is due to the complex influence of sociocultural norms on emotional regulation and self-evaluation in women. This research highlights the importance of gender consideration in comprehending the dynamics between secure attachment and self-compassion. The implications of these results point to the need for a more sensitive approach to gender differences in developing self-compassion for adolescents. Future research is urged to explore other factors that influence self-compassion, as well as using a longitudinal design to capture changes in this relationship over time.

This study examines the factors that influence the use of online counselling services and the preferences of students in Islamic Higher Education Institutions (PTKI) in Kendari City, Indonesia.  The research addresses four critical concerns by employing a quantitative method and an explanatory approach:  (1) What are the preferences of students regarding online counselling?  (2) What is the method by which students and faculty at PTKI implement online counselling?  (3) What are the factors that influence students' decision to choose online counselling over in-person counselling?  and (4) What are the factors that support and hinder the utilisation of online counselling services?  Data were gathered from 214 pupils in three PTKIs using the Online Counselling Attitude Scale (OCAS).  The results suggest that students prefer online counselling primarily due to its time efficiency and accessibility.  Nevertheless, concerns persist regarding the loss of personal connection with counsellors and the confidentiality of their interactions.  These results emphasise the necessity for PTKI to enhance counsellor training and fortify its digital counselling infrastructure to guarantee the ethical and effective deliverance of online services.

This study investigates how to include of Tri Hita Karana values—Parahyangan (spiritual), Pawongan (social), and Palemahan (environmental)—into school-based guidance and counselling services and their role in enhancing student resilience. The study utilised a quantitative methodology and Rasch model analysis, involving 229 high school students in Bali who had undergone counselling services. The instrument was created utilising the Tri Hita Karana framework and resilience theory, and was verified with Winsteps software. The analysis results reveal significant student appreciation for all three value dimensions, with male students demonstrating particularly robust integration. The scale had robust psychometric features (person reliability = 0.86; item reliability = 0.84) and satisfied the unidimensionality criterion as determined by Principal Component Analysis of Residuals (PCAR). The Wright Map demonstrated a distinct variation in students' levels of value internalisation, allowing counsellors to recognise individuals with diminished engagement and formulate targeted therapies centred on specific domains—Parahyangan, Pawongan, or Palemahan. These findings underscore the significance of culturally rooted values in improving the efficacy and contextual pertinence of guiding and counselling procedures within multicultural educational environments.

The high prevalence of gadget addiction among adolescents, driven by uncontrolled device usage, highlights the need for alternative intervention methods. Group counseling offers students the opportunity to share experiences, provide mutual support, and learn new skills within a structured setting. Self-management is an essential skill for adolescents to regulate their time, emotions, and habits. Integrating self-management techniques into counseling sessions provides students with practical tools to independently control their gadget use, offering benefits both in the present and for long-term well-being. This study aims to examine the effectiveness of group counseling employing self-management techniques in reducing gadget addiction among students at SMA Negeri 5 Kendari, Southeast Sulawesi, Indonesia. A pre-experimental approach with a one-group pretest-posttest design was used. The participants consisted of 430 students who completed a gadget addiction scale. A purposive sampling technique was applied to select 9 students with high gadget addiction scores. Group counseling sessions were conducted six times, with each session lasting 90 minutes. Gadget addiction data were collected using a pre-test during the first session and a post-test in the sixth session. The counseling sessions addressed increasing awareness of healthy gadget use, understanding the adverse effects of gadget addiction, practicing self-management techniques, evaluating progress, strengthening commitment to sustained self-regulation, and creating a follow-up action plan. The results showed a significant decrease in gadget addiction scores from an initial average (pre-test) of 134.44 (63.41%) to a post-test score of 105.88 (49.94%), reflecting a reduction of 28.55 points or 13.46%. Inferential statistical analysis using the Wilcoxon Signed Rank test with a significance level of α = 0.05 yielded a P-value of 0.008. Since the P-value was less than α (0.008 < 0.05), the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected. Therefore, it can be concluded that group counseling with self-management techniques is proven effective in reducing gadget addiction levels among students at SMA Negeri 5 Kendari.

This study aims to identify the values of moral character contained in the traditional Dulmuluk theater and to analyze the implementation and its impact on the character development of students. The research method employed is qualitative phenomenology, with an interpretative approach to the participants' experiences in theater activities. Data were collected through observations, interviews, and documentation, which were then analyzed using data reduction and categorization techniques based on the interactive analysis model by Miles and Huberman. In total, there were 20 subjects involved in this study. The results indicate that traditional Dulmuluk theater can shape students' character in various aspects, such as discipline, honesty, responsibility, cooperation, as well as social and cultural awareness. The interactions during rehearsals and performances play a significant role in fostering moral awareness, self-control, and togetherness. Evaluations of the cognitive, affective, and psychomotor domains also show that performing arts-based learning can enhance students' social skills and empathy. As a recommendation, this study suggests that the traditional Dulmuluk theater be incorporated as part of the character education curriculum in schools. Furthermore, further research is needed using longitudinal methods to measure the long-term impact of arts-based learning on the moral and social development of students.

Cultural diversity in a global educational environment demands a counseling approach that is able to respond to the social dynamics and cultural identities of students. Multicultural counseling is an important strategy in supporting an equal, inclusive, and social justice-based learning process. This study aims to map the development of culturally responsive counseling theory and practice through bibliometric analysis. A total of 316 scientific articles indexed in the Scopus database in the period 2020–2024 were analyzed using VOSviewer and Bibliometrix R software. The results of the study indicate that multicultural counseling has shifted from a cultural awareness approach to interventions based on evaluation, social justice, and integration of local wisdom. The findings also reveal the dominance of contributions from Western countries, as well as the weak representation of the Asian and Global South regions, which indicates an inequality in knowledge production. This study provides a concrete contribution in formulating the direction of developing a cross-cultural competency-based counselor education curriculum and data-based policy advocacy, emphasizing the need for more equal global collaboration. These findings can be the basis for designing counselor training models and psychosocial service policies that are more contextual and sensitive to cultural diversity.

Compassion Fatigue (CF) often occurs among violence service workers, who face victims of violence daily, making them vulnerable to emotional exhaustion, decreased empathy, and burnout. This phenomenon not only affects their personal quality of life but also has the potential to reduce the quality of service they provide. This study aims to evaluate the effectiveness of a digital intervention using the Mindful Self-Compassion (MSC) approach in reducing compassion fatigue among violence case service workers. The research design is a randomized controlled pilot study with a total of 25 participants randomly divided into two groups: intervention (n=12) and wait-list control (n=13). The intervention was conducted over six sessions across six weeks, combining Zoom sessions, self-paced materials accessed via a website, and a WhatsApp group. CF was measured using the Professional Quality of Life Scale (ProQol-V), mindfulness using the Mindful Attention Awareness Scale (MAAS), and self-compassion using the Self-Compassion Scale (SCS), which has been adapted into Indonesian. The study results showed that the MSC intervention significantly reduced CF in the intervention group compared to the control group. Specifically, CF scores in the intervention group decreased from a pre-test mean of 57.17 to a post-test mean of 48.17, t(11) = 3.270, p = .007, indicating a statistically significant improvement. Meanwhile, the control group did not experience a significant change (p = .662). Between-group analysis at post-test confirmed a significant difference favoring the intervention group, t = -2.573, p = .017. In addition to the reduction in CF, mindfulness scores significantly increased in the intervention group from 56.67 to 61.92 (p = .009), and the common humanity subscale of self-compassion showed a notable improvement (p = .031). These results suggest that the digital MSC program effectively enhanced emotional resilience and mitigated compassion fatigue symptoms among trauma-exposed service providers. Qualitative feedback from participants indicated significant benefits from social support during the sessions and the accessibility of materials through the website. MSC intervention is effective in improving the psychological well-being of violence case service workers, thus the widespread implementation of the MSC program in this work environment is highly recommended to enhance mental health and service quality.

This study examines the dynamics of student gratitude from the perspective of organizational culture within two prominent Islamic student organizations in South Sulawesi: IMM (Indonesian Muhammadiyah Student Association) and PMII (Indonesian Muslim Students Movement). Gratitude, as a vital attitude and value, is explored through the lens of organizational culture, which shapes how gratitude is expressed and internalized within these organizations. The research employed a saturated sampling method, involving 530 active students who held leadership or committee roles during the 2022-2023 period. Participants were selected from seven universities in South Sulawesi. Data were categorized into three levels of gratitude: low, moderate, and high. To gain deeper insights, virtual group discussions (VGD) were conducted with 6 participants, representing various levels of gratitude. The study's findings suggest that organizational culture in IMM and PMII plays a significant role in fostering gratitude, with members demonstrating appreciation through acts of kindness, volunteerism, and community service. The integration of religious and cultural values in the organizational practices of both IMM and PMII enhances the sense of collective responsibility. It supports the development of responsible, empathetic, and socially engaged citizens. This research contributes to understanding how gratitude, as a personal and collective virtue, can be cultivated within the framework of organizational culture, promoting social justice, inclusion, and the holistic development of students. The findings provide valuable insights for the development of guidance and counseling models that focus on enhancing students' gratitude in academic settings.

Final year students often face high academic and psychological pressures, especially towards the completion of their studies. In the context of Muslim students in Indonesia, this situation is even more complex as they are faced with academic demands, social expectations, and spiritual dynamics that shape their psychological experience. One of the impacts of this pressure is the emergence of hopelessness, which is a feeling of hopelessness about the situation at hand. This study aims to understand the psychosocial factors that influence hopelessness in final-year Muslim students, focusing on the role of peer attachment, healthy lifestyle, social media addiction, academic stress, and religiosity. This study used a confirmatory quantitative approach with Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis technique. A total of 815 final-year Muslim students from various universities in Indonesia participated in the online survey. The research instrument measured six main constructs, and the data were analyzed to test the validity, reliability, direct and indirect effects, and mediating and moderating roles in the conceptual model. The results of the analysis showed that academic stress was a significant mediator in the relationship between healthy lifestyle, social media addiction, and religiosity with hopelessness. Meanwhile, religiosity also acts as a moderator that strengthens or weakens the relationship between peer attachment, academic stress, and social media addiction with hopelessness. This model is able to explain 93.6% of the variance of academic stress and 97.8% of the variance of hopelessness. However, peer attachment showed no significant direct or indirect effect on hopelessness. These findings confirm the importance of comprehensive guidance and counseling services for final year students, especially in managing academic stress, social media use, and strengthening the meaning of life. Healthy lifestyle-based interventions and targeted emotional support are needed to prevent hopelessness in this population.

This Systematic Literature Review (SLR) examines the impact of mother-led counseling on children's resilience and subjective well-being in family settings. The review was conducted using PRISMA guidelines with the Watase Uake: Research Collaboration Tools, focusing on studies published between 2020 and 2025. A total of 468 Scopus articles were initially identified, and 21 studies met the inclusion criteria for in-depth analysis. This study employs is to investigate three primary objectives: (1) the influence of mother-led counseling on children's subjective well-being and resilience development; (2) the differential effectiveness of mother-led counseling approaches based on gender; and (3) the interplay of lifestyle factors, including sleep, screen time, and physical activity, with mother-led counseling to improve children's overall well-being. Mother-led counseling, defined as counseling led by mothers to provide emotional support and coping strategies, was found to significantly enhance children's emotional resilience. The analysis highlighted gender differences, with girls benefiting more from emotional support and self-compassion strategies, while boys required additional strategies for resilience development. Additionally, lifestyle factors such as physical activity, sleep, and screen time regulation were found to interact with counseling outcomes, although the strength of evidence varied across studies. This review distinguishes mother-led counseling from broader parental interventions, emphasizing the unique role of mothers in fostering children's emotional growth. It provides a gender-sensitive framework for effective family-based counseling and offers insights for designing targeted intervention programs and policies to improve children's resilience and well-being.

Weak empathy results in a lack of destructive behaviour in social life, intolerance, and discrimination. Empathy is a more comprehensive and profound concept than conventional empathy. This study is a scoping literature review that aims to identify what is known about empathy in helping professions. A systematic search was conducted on electronic databases, namely ScienceDirect, PubMed, Scopus, Journal Nasional, and Taylor and Francis, studies from 2010-2025. Data analysis used PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The results of the study were mapped based on the following criteria: conceptualisation of empathy, factors in the development of empathy, and research on the development of empathy, and data analysed based on content analysis. The research findings show that applicable to various fields of helping professions. Factors that can influence empathy are divided into constructive empathy development, including altruism, cooperation, compassion, morality, justice, and happiness. However, destructive empathy development is related to ability, feelings, people, individuals, capacity, pain, social behaviour, and deficits. Research on empathy has developed significantly, especially in the fields of health and psychology, using quantitative research. However, further analysis is needed to develop a conceptual analysis of empathy that focuses on other fields of expertise in a more specific and comprehensive manner, taking into account the aspects, factors, and validity of empathy.

This research examines competency as a mediator between mind skills and professional identity among school counsellors in North Kalimantan Province. This research employed a quantitative-correlational approach. The research respondents were 101 school counsellors. Data collection used the Mind Skills psychological scale (α = 0.951), Competence (α = 0.951), and Professional Identity (α = 0.961), with very high reliability. The Sobel Test was 7.155 with a standard error of 0.091 and a p-value (sig) = 0.000 (<0.05). This shows that competence mediates between mind skills and professional identity.

Parents play a crucial role in shaping a child’s self-concept, although socio-demographic factors may affect awareness of this responsibility. A total of 326 parents (93 fathers and 233 mothers), aged between 19 and 82 years, from various districts in Aceh participated in the study. They completed the Parental Awareness Scale of Self-Concept Promotion (PAS-SCP), a 42-item self-report instrument developed by the authors. The scale assesses three dimensions of parental awareness in promoting children’s positive self-concept: cognitive, affective, and behavioural. Content validity was confirmed through expert review, and reliability testing showed acceptable internal consistency (Cronbach’s α = .79–.86). Data were analysed using bivariate correlations (point-biserial and Spearman’s rho) and mean comparisons with effect sizes. Results indicated that parental education (r = .56, p < .01, large effect) and occupational field (r = .41, p < .01, moderate effect) were positively correlated with awareness. Conversely, age showed a negative correlation (r = –.29, p < .05, small-to-moderate effect). Gender differences were minimal (d = 0.05). These findings emphasise the importance of parental education and occupational background in fostering self-concept awareness. The results offer practical guidance for school counsellors and policymakers to enhance family-based interventions.

Student autonomy refers to an individual's ability to manage their own learning process, make informed academic decisions, and take responsibility for their personal development. The level of autonomy can vary depending on the campus environment, learning approach, and the type of academic support provided. This study aims to describe and analyze the differences in student autonomy between Universitas Negeri Padang (UNP) and Universitas Pendidikan Indonesia (UPI). This study used a comparative, descriptive, and quantitative approach. Samples were purposively selected from students at Universitas Negeri Padang and Universitas Pendidikan Indonesia who actively attended lectures. The data collection instrument was The Autonomy Questionnaire for Students with the Guttman scale model with "yes-no" formats as answer choices that measured the dimensions of learning autonomy, decision-making, and academic responsibility. Data were analyzed using descriptive statistics and a comparative test (t-test). The results of the analysis showed that Universitas Pendidikan Indonesia students had a higher level of autonomy than students from Universitas Negeri Padang. Most respondents from Universitas Pendidikan Indonesia were in the high autonomy category, while 50.4% of respondents from Universitas Negeri Padang were in the moderate category. The t-test results revealed significant differences between the two groups of students in aspects of decision-making and independent learning management. These differences can be attributed to variations in learning approaches, the role of lecturers as facilitators, and the more supportive academic environment at Universitas Pendidikan Indonesia. The results of this study emphasize the importance of developing learning strategies and campus culture that can encourage student autonomy more evenly across universities.

This study aimed to develop and validate a culturally grounded Career Search Self-Efficacy (CSSE) scale for Acehnese vocational students. Using a sequential exploratory mixed-methods design, the qualitative phase elicited culturally relevant indicators through interviews with students and counselors and a focus group discussion, resulting in 91 preliminary items. These included culturally grounded dimensions such as parental blessing and family deliberation (musyawarah), seeking jobs consistent with Islamic (halal) values, and Acehnese etiquette in communication (e.g., greeting with Assalamu’alaikum). Expert review by specialists in measurement, counseling, and Acehnese culture refined the items for clarity, representativeness, and cultural appropriateness. The quantitative phase involved 1,307 students from vocational schools in Banda Aceh, divided into subsamples for exploratory factor analysis (EFA, n = 579) and confirmatory factor analysis (CFA, n = 728). EFA yielded a five-factor solution Networking Efficacy, Career Exploration Efficacy, Interview Efficacy, Personal Exploration Efficacy, and Family Support which explained 41.7% of the variance. CFA confirmed the five-dimension structure with acceptable-to-good fit indices (CFI = .934, TLI = .923, IFI = .953, GFI = 0.942; RMSEA = .045; SRMR = .042; NFI = .884). Convergent validity was borderline (AVE ≈ .35–.50) but supported by significant loadings and composite reliability, while discriminant validity was satisfied. Reliability was acceptable overall (α = 0.822, ω = 0.817), though Interview and Personal Exploration were slightly below .70. Criterion validity was supported through positive correlations with Career Decision Self-Efficacy (CDSE-SF) and Student Life Satisfaction (SLSS), with Family Support showing the strongest associations. Theoretically, the results extend CSSE and Social Cognitive Career Theory (SCCT) by identifying Family Support as an independent efficacy domain in a collectivist setting. Practically, the Aceh-Based CSSE Scale provides school counselors with a diagnostic tool for culturally responsive career interventions that integrate family and community supports.

The increasing number of boarding students reflects broader educational demands that require adolescents to live away from their families. Boarding students often encounter different psychosocial environments than family-living students, which may shape their experiences of stress and social support. This study aimed to examine the association between perceived stress and social support among boarding students. A cross-sectional quantitative design was employed with 295 participants recruited from senior high schools. Data were obtained using the Perceived Stress Scale (PSS) and the Multidimensional Scale of Perceived Social Support (MSPSS). Statistical analyses showed that boarding students reported significantly higher stress compared to family-living students, t(293) = -4.215, p < .001. Stress was negatively associated with social support, r = -.472, p < .001, indicating that students with higher support tended to experience lower stress. These findings underscore the importance of fostering supportive networks for adolescents living away from home. Practical implications suggest that schools and caregivers can implement targeted programs to strengthen social resources, thereby promoting student well-being in boarding settings.

The tendency toward social media addiction is an increasingly prevalent phenomenon, especially among adolescents. High levels of social media use among adolescents may cause various negative impacts, both psychologically and socially. Self-awareness and self-control are associated with the tendency toward social media addiction. Based on this, the present study aims to analyze the influence of self-awareness and self-control on the tendency toward social media addiction among adolescents in Bangka Belitung. The study employed a quantitative approach using a survey method. Participants (N = 470) were adolescents aged 13–19 years residing in Bangka Belitung, with daily social media use either less than or greater than three hours. The sample included 180 males (38.3%) and 290 females (61.7%). Age distribution was 13–15 years (n = 170, 36.2%), 16–18 years (n = 140, 29.8%), and 19 years (n = 160, 34.0%). Three psychological scales were used as the instruments: the social media addiction tendency scale based on indicators from Young and Abreu (2017), the self-awareness scale based on the model by Carden et al. (2021), and the self-control scale based on Averill’s theory (Averill, 1973). Data were analyzed using multiple linear regression to examine the influence of each independent variable on the dependent variable, both simultaneously and partially, to test the hypotheses. The findings revealed that self-awareness significantly influenced the tendency toward social media addiction, as did self-control, which also showed a significant influence. Furthermore, self-awareness and self-control simultaneously had a significant effect on the tendency toward social media addiction among adolescents. These findings underscore the importance of strengthening self-awareness and self-control as key psychological factors in preventing social media addiction. Future studies are expected to employ a longitudinal approach or expand the scope of regions and participant age ranges.

Mental health problems among university students, notably stress, anxiety, and depression, continue to increase, negatively impacting psychological functioning and academic performance. This study evaluated the effectiveness of an integrated Mindfulness-Based Cognitive Counseling (MBCC) and Construal Level Theory (CLT) intervention in improving students‘ mental health. A quasi-experimental pretest-posttest design with a control group was employed, with 24 participants (12 intervention, 12 control) selected via purposive sampling. Instruments included DASS-21, the Five-Facet Mindfulness Questionnaire, and a CLT-based psychological distance scale. MANOVA results showed a significant multivariate effect of the intervention (Wilks’ Λ = .68; F(3, 21) = 3.28; p = .041; η2 = .32). Univariate analyses indicated significant reductions in psychological distress (p = .005), and significant increases in mindfulness (p = .002) and psychological distance (p = 0.023). These findings suggest that the integrated MBCC-CLT intervention is effective in enhancing mental health among university students by reducing distress and promoting adaptive awareness and cognitive appraisal.

Declining marital commitment weakens family stability and psychological health, increasing the need for evidence-based couple interventions. This systematic review consolidates empirical studies on psychological interventions aimed at strengthening marital commitment among married couples. Searches in Scopus, ProQuest, and Google Scholar covered publications from 2018 to 2025 using keywords related to marital commitment and psychological couple interventions. From 151 records, 15 duplicates were excluded, 136 titles and abstracts were screened, and 46 full texts were evaluated. Thirty-seven studies were discarded because they either did not measure marital commitment or did not meet design criteria. Seven studies met all the inclusion criteria. The methodological quality was assessed with the Mixed Methods Appraisal Tool. The diversity in study designs, formats, samples, and outcome measures precluded meta-analysis, so a narrative synthesis was conducted. Five categories of interventions were identified: cognitive-behavioural therapy (three studies), skills-based training in communication and conflict resolution (two randomised trials), acceptance and commitment therapy (one study), emotion-focused therapy (one study), and solution-focused brief therapy (one randomised trial). Cognitive-behavioural therapy and skills-based approaches showed the most consistent improvements in marital commitment, mainly through cognitive restructuring and enhanced communication. Acceptance-based and emotion-focused therapies showed some benefits but have limited replication; additionally, trials involving motivational interviewing were ineligible. Overall, current evidence most strongly supports cognitive-behavioural therapy and skills training. However, small sample sizes, short follow-up periods, and varied measures of commitment limit the ability to generalise findings, highlighting the need for large, longitudinal studies using standardised instruments across diverse cultural populations. Future research should focus on standardised commitment measures, transparent randomisation processes, and more extended follow-up periods beyond 12 months to evaluate long-term effectiveness and mechanisms across different contexts.

Recent frameworks in digital flourishing and self-regulation highlight that intrapersonal regulatory abilities are vital in shaping individuals’ well-being in online environments; however, empirical evidence linking these mechanisms among university students remains scarce. To address this gap, this study investigates the relationship between self-control and digital well-being and examines online mindfulness as a mediating psychological factor. A total of 300 undergraduate students (122 males and 178 females; aged 18–23 years) completed validated measures of self-control, online mindfulness (adapted from MAAS), and digital well-being. A mediation analysis using Hayes’ PROCESS macro with 5,000 bootstrap samples was conducted. Self-control significantly predicted digital well-being directly (β = .348, SE = 0.053, t = 6.61, p < .001; 95% CI [.244, .452]) and indirectly through online mindfulness (β = .178; 95% CI [.118, .246]), indicating partial mediation. Self-control also strongly predicted online mindfulness (β = .421, SE = .053, t = 7.89, p < .001), and online mindfulness significantly predicted digital well-being after controlling for self-control (β = .422, SE = .043, t = 9.81, p < .001). Gender-specific analyses showed consistent mediation patterns for males (indirect effect = 0.167; 95% CI [.094, .248]) and females (indirect effect = .184; 95% CI [.122, .259]). These findings enhance theoretical understanding by clarifying how self-regulatory capacity boosts digital well-being through mindful online awareness. Practically, the results provide an empirical foundation for designing digital-based guidance and counselling interventions that encourage online mindfulness to promote healthier technology engagement among students.