Hubungan Coping Stress dan Self-Awareness Dengan Tingkat Kecemasan Pada Anak Binaan Di LPKA Kelas II Palu

Munira R. Kaimudin; Dhevy Puswiartika; Munifah Munifah; Azam Arifyadi

doi:10.55681/nusra.v7i3.6429

Authors

Munira R. Kaimudin Program Studi Bimbingan Konseling, Universitas Tadulako, Indonesia
Dhevy Puswiartika Program Studi Bimbingan Konseling, Universitas Tadulako, Indonesia
Munifah Program Studi Bimbingan Konseling, Universitas Tadulako, Indonesia
Azam Arifyadi Program Studi Bimbingan Konseling, Universitas Tadulako, Indonesia

DOI:

https://doi.org/10.55681/nusra.v7i3.6429

Keywords:

Coping Stress, Self-Awareness, Anxiety, Fostered Children, LPKA

Abstract

This study aimed to determine the relationship between coping stress and self-awareness with anxiety levels among fostered children at LPKA Class II Palu. This research used a quantitative approach with a correlational design. The population consisted of 13 fostered children at LPKA Class II Palu, and the sampling technique used was saturated sampling, in which all members of the population were included as research participants. Data were collected using coping stress, self-awareness, and anxiety scales. Data analysis was conducted using descriptive and inferential statistics assisted by SPSS. The results showed that there was no significant relationship between coping stress and anxiety levels, as well as between self-awareness and anxiety levels among fostered children at LPKA Class II Palu. Simultaneously, coping stress and self-awareness also did not show a significant relationship with anxiety levels. These findings suggest that anxiety among fostered children may be influenced by various factors beyond coping stress and self-awareness, including environmental conditions within the rehabilitation setting, social support, family background, previous life experiences, and other psychosocial factors. Therefore, efforts to understand and address anxiety among fostered children require a broader perspective that considers multiple aspects of their psychosocial development and adjustment.

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