Examining the Correlations of School Counseling Support and Family Well-Being with Student Mental Health among Madrasah Ibtidaiyah Students
DOI:
https://doi.org/10.24256/tunascendekia.v10i1.13042Keywords:
Madrasah Ibtidaiyah students, counseling support, family well-being, student mental healthAbstract
This study aims to examine the relationships between school counseling support, family well-being, and student mental health. This study employed a quantitative correlational design to examine the relationships between school counseling support, family well-being, and student mental health among sixth-grade students in Madrasah Ibtidaiyah in Serang Regency, Indonesia. The population comprised 1,887 students enrolled in Madrasah Ibtidaiyah schools in Serang Regency, Indonesia. From this population, a sample of 330 students was selected using Slovin’s formula with a 5% margin of error. sampling technique using simple random sampling The first finding demonstrates a significant relationship between school counseling support and student mental health (r = 0.555, p < .01). The second finding establishes a significant relationship between family wellbeing and student mental health (r = 0.439, p < .01). The third finding provides a broader understanding of student mental health by demonstrating that school counseling support and family wellbeing are simultaneously and significantly associated with student mental health ( F-value of 151.121 and a significance value of p < 0.001), highlighting the importance of examining school-based and family-based support within an integrated analytical framework. The regression analysis indicates that school counseling support and family well-being are jointly associated with student mental health, suggesting that students’ psychological well-being should be understood in relation to multiple social and institutional contexts rather than a single source of support. The study contributes to the literature by examining school counseling support and family well-being simultaneously in relation to student mental health. This integrated approach provides a basis for understanding how support across school and family environments may be associated with students’ psychological conditions.
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