ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the effect of fashion interest on self-confidence and to identify differences in self-confidence levels based on casual and modish dressing styles among Generation Z. This research employed a quantitative approach with a causal-comparative design. The sample consisted of 323 Generation Z students selected using purposive sampling. Data were collected using a self-confidence scale and a fashion interest scale, and analyzed using descriptive statistics, simple linear regression, and independent sample t-test. The results indicated that fashion interest has a significant negative effect on self-confidence. In addition, there is a significant difference in self-confidence between individuals with casual and modish dressing styles, where individuals with casual styles tend to have higher self-confidence. These findings suggest that excessive concern with fashion trends may negatively influence self-confidence, while a simpler and more comfortable dressing style supports higher self-confidence among Generation Z.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Abstract This research aims to examine the effect of Cognitive Behavior Therapy (CBT) group counseling using cognitive defusion techniques to increase students' self-confidence at Sunan Ampel Punggur Middle School. Adolescents' low self-confidence is a critical issue in education, considering that puberty is a sensitive period for forming self-concept. The decreasing self-confidence in junior high school students can be seen in withdrawn behavior, difficulty interacting socially, and the inability to express one's potential optimally. The research used a true-experimental design with a pretest-posttest control group design. From a population of 103 students, a sample of 14 students was selected through purposive sampling and divided into experimental and control groups. The experimental group received group counseling intervention for 6 meetings. The research instrument is a questionnaire with 19 items that have been tested for validity (rcount 0.499-0.612 > rtable 0.497) and reliability (Cronbach's Alpha X=0.850; Y=0.735). Data analysis used the Shapiro-Wilk normality test, Levene's Test of homogeneity, and paired sample t-test. Cognitive defusion techniques are focused on helping students not become over-identified with negative thoughts, allowing them to take a more objective perspective on internal experiences. The results showed a significant difference in the experimental group (t=16.644; p=0.0000.05) with an increase in scores from 52.29 to 86.71, while the control group did not show a significant change (t=0.669; p=0.528>0.05). In conclusion, CBT group counseling with cognitive defusion techniques effectively increases junior high school students' self-confidence through mechanisms for separating themselves from negative thoughts, developing adaptive thinking patterns, and strengthening personal competence.
