IIUM JOURNAL OF HUMAN SCIENCES

The Evaluation of a Positive Psychology-Based Intervention in Enhancing Self-Esteem among Malaysian Preschool Children

Aisyah Nabilah Aminuddin — 2025-12-14

This exploratory-sequential study examined challenges related to positive psychology among kindergarten children and developed an intervention to address them. A needs analysis, conducted through interviews and observations with five teachers and 11 kindergarteners, identified self-esteem as a key concern. Insights from thematic analysis guided the design of a play-based intervention rooted in positive psychology principles, including activities such as Laughter Yoga, Guess the Voice, and Group Drawing to improve emotional well-being and self-confidence. Pre- and post-intervention mood trackers evaluated changes in the children’s emotional states. Both quantitative and qualitative results suggest a potential positive impact of play-based interventions on self-esteem among preschoolers. While play activities may not directly build self-esteem, they significantly contribute to creating a supportive environment. However, the study's brief intervention period and lack of standardised assessment tools limit the wider applicability of the findings. Acknowledging these limitations, the paper emphasises its promising preliminary results for future research. Subsequent studies should involve longer interventions and validated assessment instruments for a more comprehensive evaluation of outcomes.

Peer Support as a Pathway for Reducing FOMO: A Theoretical Synthesis of Self-Determination and Broaden-and-Build Frameworks

Eisya Sofea Hamidi Izwan — 2025-12-14

This study investigates the potential of peer support group interventions to reduce Fear of Missing Out (FOMO) among adolescents in an orphanage, using Positive Psychology frameworks, specifically Self-Determination Theory and the Broaden-and-Build Theory. The aim was to enhance emotional well-being and lower FOMO through mindfulness practices, gratitude exercises, and social support mapping integrated into organised peer support sessions. A mixed-methods approach was employed, including a needs analysis, pre- and post-intervention assessments with the FOMO Scale, and qualitative feedback. Eight adolescents aged 12 to 16 from an orphanage participated in three peer support sessions. Quantitative results indicated modest reductions in FOMO among participants who attended all sessions, whereas inconsistent attendance produced mixed outcomes. Qualitative data highlighted peer conformity pressures and unequal participation as barriers to sustained improvement. Participants reported positive experiences, noting increased emotional awareness and a sense of connectedness. Overall, the findings suggest that peer support interventions grounded in psychology hold promise for reducing FOMO and fostering resilience among vulnerable youth. However, continued engagement and personalised approaches are recommended to achieve greater impact in future research.

Promoting Lifelong Learning Through Islamic Values: The Role of Muslim Women in Child Upbringing

Muhammad Jum'at Dasuki — 2025-12-14

This study explores the role of Muslim women in promoting lifelong learning through the lens of Islamic values, particularly in the context of child upbringing. Drawing on Islamic teachings and educational philosophy, this research addresses the gap in understanding how Muslim women contribute to lifelong learning within the framework of Islamic values in the context of child rearing in Nigeria. It also aims to highlight the critical role that Muslim women play in shaping children's educational foundations and the impact of their efforts in fostering ongoing learning throughout their lives. By examining the experiences and perspectives of Muslim women in various educational settings, it seeks to uncover the unique challenges and opportunities they face in upholding Islamic values and promoting lifelong learning among children, using an in-depth analysis of data, a descriptive-analytical approach, and a historical and descriptive methodology. This research aims to provide a comprehensive understanding of how Muslim women can effectively promote lifelong learning through Islamic values in child upbringing. The findings of this study have implications for educational policies and initiatives that aim to promote lifelong learning and empower Muslim women to play a vital role in shaping future generations. The recommendations derived from this study may include encouraging collaboration between educational institutions and Islamic scholars to integrate Islamic values into formal education curricula.

Religious Perspectives on Self-Compassion in Positive Psychology: Insights from Islam, Christianity, Buddhism, and Hinduism

Venisry Periasamy — 2025-12-14

Self-compassion, a concept increasingly popular in positive psychology, is often viewed from a secular perspective despite its deep roots in religious and philosophical traditions. This paper explores self-compassion within the theological, ethical, and spiritual frameworks of four major religions: Islam, Christianity, Buddhism, and Hinduism. Drawing on sacred texts, doctrinal teachings, and religious practices, the study demonstrates how these faiths not only reflect but also extend Kristin Neff’s model of self-compassion, which includes self-kindness, common humanity, and mindfulness. Each religion offers unique insights—Islam emphasises divine mercy and repentance; Christianity concentrates on grace, forgiveness, and transformation; Buddhism integrates loving-kindness and the universality of suffering; and Hinduism grounds compassion in the sacred self and the principles of karma and non-violence. The findings suggest that religious teachings frame self-compassion not merely as a psychological concept, but as a moral and spiritual obligation. This integration enriches the understanding of self-compassion and offers practical implications for culturally and spiritually sensitive mental health practices.

People’s Perception of Pollution of Communities and Ecosystems: A Qualitative Study in Kuala Kedah, Malaysia

Mashitah Ibrahim — 2025-12-14

Pollution is a global challenge that threatens human health and ecosystems. Understanding public perception is vital for developing effective policies and promoting sustainability within communities. This study aims to explore local perceptions of pollution affecting communities and ecosystems in Kuala Kedah, Malaysia. It was conducted using a qualitative approach with purposive sampling, and data were collected through semi-structured in-depth interviews. The research examined the experiences, causes, and impacts of pollution on the social, economic, and environmental aspects of local life. Results indicated that pollution in Kuala Kedah mainly originates from human activities, impacting the community's social and economic well-being. The study highlights the importance of public participation in pollution management and offers recommendations for policymakers, academics, and researchers.

The Evaluation of ‘Starting University Workbook’ as an Intervention Module at Improving the Adaptability Skills, Psychological Well-Being, and Stress Among First-Year Students in Universiti Teknologi PETRONAS (UTP)

Nurul Fatihah Amir — 2025-12-14

The Starting University Workbook was developed to address the need for psychological support for first-year students at Universiti Teknologi PETRONAS. An evaluation of its effectiveness in improving adaptability skills, psychological well-being, and reducing stress was conducted, as these are considered essential during the transition year for students. The workbook consists of four modules, a web-based assisted intervention. This study aims to evaluate the effectiveness of the Starting University Workbook in enhancing adaptability and psychological well-being and reducing stress among first-year students at UTP. It employed an evaluation which included setting goals, conducting a needs analysis, and assessing the module's effectiveness. All 189 first-year students, aged 16-24, were recruited and given access to complete the four modules integrated into the Ulearn system. Study outcomes were measured using self-reported questionnaires, including the Student Adaptability College Questionnaire, Psychological Wellbeing Scale, and Perceived Stress Scale, administered before and after the intervention to both completers and non-completers. Results indicated that those who completed the Starting University Module showed improvements in adaptability skills and psychological well-being compared to non-completers. However, no significant impact on perceived stress was observed. This study explicitly highlights potential pathways to incorporate the Starting University Workbook as a psychological support programme for first-year students, with suggestions for enhancements, such as the inclusion of mindfulness practices and gamification, to create a more versatile interface.