The Role of Emotional Comfort and Interpersonal Relationships in Suppressing High School Students' Truthful Behavior
DOI:
https://doi.org/10.29407/4f83dm42Abstract
Truancy is a challenge in education. Truancy is not only related to violations of rules but also involves complex psychosocial issues. This article aims to conceptually examine the role of emotional well-being and interpersonal relationships in suppressing truancy in high school students. This article employs a literature review method, analyzing relevant theoretical sources and research findings regarding emotional comfort, interpersonal relationships, and truancy among high school students. The study results indicate that emotional well-being and interpersonal relationships play a significant role in suppressing truancy through student engagement with school. Good well-being improves students' ability to interact with peers and teachers, enabling them to build healthy interpersonal relationships. Furthermore, students with good interpersonal relationships are more likely to be accepted by their peers. These two factors create an effective psychosocial environment in the school environment. When students have good emotional well-being and interpersonal relationships, they will experience an increased and stronger sense of attachment to school, thereby decreasing the tendency to engage in truancy.
Keywords:
emotional comfort, interpersonal relationships, truancy behavior, students, guidance and counselingDownloads
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