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Volume 13, Issue 3 (2025)
Health Educ Health Promot 2025, 13(3): 511-519 |
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History
Received: 2025/07/1 | Accepted: 2025/08/20 | Published: 2025/08/27
Received: 2025/07/1 | Accepted: 2025/08/20 | Published: 2025/08/27
How to cite this article
Bahriah Y, Uyun M, Widyastuti J, Ningsih I, Zulhijra Z, Muthmainna A. Mental Health Promotion to Enhance Students’ Academic Integrity in the Digital Age. Health Educ Health Promot 2025; 13 (3) :511-519
URL: http://hehp.daneshafarand.org/article-4-82658-en.html
URL: http://hehp.daneshafarand.org/article-4-82658-en.html
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1- Department of Midwifery, Sriwijaya College of Health Sciences (STIKes Sriwijaya), Palembang, Indonesia
2- Department of Islamic Psychology, Faculty of Psychology, Raden Fatah State Islamic University, Palembang, Indonesia
3- Department of Islamic Education, Faculty of Education and Teacher Training, Raden Fatah State Islamic University, Palembang, Indonesia
2- Department of Islamic Psychology, Faculty of Psychology, Raden Fatah State Islamic University, Palembang, Indonesia
3- Department of Islamic Education, Faculty of Education and Teacher Training, Raden Fatah State Islamic University, Palembang, Indonesia
Abstract (792 Views)
Aims: This study aimed to investigate the effectiveness of a digital-based mental health promotion in enhancing students’ academic integrity in the digital age. Strengthening positive mental health and self-regulation as preventive strategies against dishonest academic behavior was the main focus of the intervention.
Materials & Methods: This study employed a quantitative approach and a quasi-experimental pre-test-post-test control group design. The subjects were 60 students enrolled in STIKes Budi Mulia Sriwijaya’s Diploma III Midwifery Study Program (semesters 3 and 5). They were randomly divided into an experimental group (n=30) and a control group (n=30). While the control group received similar material through conventional methods, the experimental group participated in three digital media-based sessions (academic stress education, time management, and adaptive coping mechanisms) that promoted mental health. The Mental Health Positive Scale, Self-Regulation Scale, and Academic Integrity Scale were among the tools used.
Findings: The experimental group outperformed the control group in all parameters, demonstrating a large Cohen’s d effect size across all three parameters (p<0.001). The digital intervention was more effective in enhancing students’ mental health, self-regulation, and academic integrity.
Conclusion: Digitally-based mental health promotion is an effective and preventive approach for fostering students’ academic integrity, particularly in overcoming the challenges of pressure and learning disruptions in the digital age.
Materials & Methods: This study employed a quantitative approach and a quasi-experimental pre-test-post-test control group design. The subjects were 60 students enrolled in STIKes Budi Mulia Sriwijaya’s Diploma III Midwifery Study Program (semesters 3 and 5). They were randomly divided into an experimental group (n=30) and a control group (n=30). While the control group received similar material through conventional methods, the experimental group participated in three digital media-based sessions (academic stress education, time management, and adaptive coping mechanisms) that promoted mental health. The Mental Health Positive Scale, Self-Regulation Scale, and Academic Integrity Scale were among the tools used.
Findings: The experimental group outperformed the control group in all parameters, demonstrating a large Cohen’s d effect size across all three parameters (p<0.001). The digital intervention was more effective in enhancing students’ mental health, self-regulation, and academic integrity.
Conclusion: Digitally-based mental health promotion is an effective and preventive approach for fostering students’ academic integrity, particularly in overcoming the challenges of pressure and learning disruptions in the digital age.
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