Volume 13, Issue 3 (2025)
Health Educ Health Promot 2025, 13(3): 1001-1010 |
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Uyun M, Widyastuti J, Utia Ningsih I, - Z, Muthmainna A, Bahriah Y. Mental Health Promotion to Enhance Students’ Academic Integrity In The Digital Age. Health Educ Health Promot 2025; 13 (3) :1001-1010
URL: http://hehp2.modares.ac.ir/article-5-82658-en.html
URL: http://hehp2.modares.ac.ir/article-5-82658-en.html
Muhamad Uyun 
, Juliana Widyastuti , Ike Utia Ningsih , Zulhijra - , Aqila Muthmainna , Yuli Bahriah *1
, Juliana Widyastuti , Ike Utia Ningsih , Zulhijra - , Aqila Muthmainna , Yuli Bahriah *1
1- , yuli.bahriah@budimulia.ac.id
Abstract: (260 Views)
Objective: The aim of this study was 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 is the intervention’s main focus.
Participants and Methods: This study employed a quantitative approach and a quasi-experimental pretest-posttest 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 in a conventional manner, the experimental group underwent three digital media-based sessions (academic stress education, time management, and adaptive coping mechanism) that promoted mental health. The Mental Health Positive Scale (MHC-SF), Self-Regulation Scale, and Academic Integrity Scale were among the instruments applied.
Findings: The findings indicate that the experimental group outperformed the control group in all variables, with a large Cohen’s d effect size on all three variables and a p-value of less than 0.001 (p < 0.001). Digital intervention has been proven to be more effective in enhancing students’ mental health, self-regulation, and academic integrity.
Conclusion: digitally based mental health promotion is an effective and preventative approach for fostering students’ academic integrity, particularly to overcome the challenges of pressure and learning disruptions in the digital age. Similar programs must be continuously integrated into higher education policy.
Participants and Methods: This study employed a quantitative approach and a quasi-experimental pretest-posttest 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 in a conventional manner, the experimental group underwent three digital media-based sessions (academic stress education, time management, and adaptive coping mechanism) that promoted mental health. The Mental Health Positive Scale (MHC-SF), Self-Regulation Scale, and Academic Integrity Scale were among the instruments applied.
Findings: The findings indicate that the experimental group outperformed the control group in all variables, with a large Cohen’s d effect size on all three variables and a p-value of less than 0.001 (p < 0.001). Digital intervention has been proven to be more effective in enhancing students’ mental health, self-regulation, and academic integrity.
Conclusion: digitally based mental health promotion is an effective and preventative approach for fostering students’ academic integrity, particularly to overcome the challenges of pressure and learning disruptions in the digital age. Similar programs must be continuously integrated into higher education policy.
Article Type: Original Research |
Subject:
Technology of Health Education
Received: 2025/09/2 | Accepted: 2025/10/2 | Published: 2025/08/19
Received: 2025/09/2 | Accepted: 2025/10/2 | Published: 2025/08/19
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