Family Support and Muslim Students’ Digital Well-being through the Mediating Roles of Emotional Stability and Self-Control in Islamic Educational Counseling
DOI:
https://doi.org/10.18326/pamomong.v7i2.7683Keywords:
Digital Well-being, Emotional Stability, Family Support, Muslim Students, Self-ControlAbstract
Digital technology is integral to adolescents’ learning and social life, yet uncontrolled use may create emotional pressure and behavioral imbalance. Although previous studies have identified associations between family support, psychological resources, and adolescents’ digital well-being, limited evidence has examined the sequential pathway linking family support to digital well-being through emotional stability and self-control, particularly among Muslim senior high school students. This study examined these relationships among 391 Muslim students aged 15–18 years from four senior high schools in Semarang, Indonesia, selected through multistage random sampling. Using a quantitative correlational ex post facto design, data were collected with measures of family support, emotional stability, self-control, and digital well-being. The instruments showed high internal consistency, with Cronbach’s alpha coefficients of .926, .970, .930, and .917, respectively. Regression-based path analysis using Hayes’ PROCESS Model 6 showed that family support was significantly associated with digital well-being, emotional stability, and self-control. Emotional stability was significantly associated with self-control and digital well-being, while self-control was significantly associated with digital well-being. Significant indirect effects through emotional stability, self-control, and the sequential pathway indicated complementary partial mediation. The findings contribute a culturally situated model of digital well-being linking family relationships, internal regulatory resources, and Islamic values of balance, responsibility, and self-restraint. These results highlight implications for culturally responsive Islamic educational counseling focused on adolescents’ digital regulation. Limitations include the cross-sectional design, self-reported measures, and sampling from one city. Future research should use longitudinal designs, objective device-use data, and more diverse educational, cultural, and religious samples.
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