ANALISIS “SOME ONE TO TALK” TERHADAP KESEHATAN MENTAL GEN Z DENGAN LOVE LANGUAGE “WORD OF AFFIRMATION”

  • Muhammad Zaqil Mubarok Universitas Islam Negri Sunan Ampel Surabaya, Indonesia
  • Khadijah Universitas Islam Negri Sunan Ampel Surabaya, Indonesia
Keywords: Social Interaction, Mental Well-Being, Generation Z, Social Support

Abstract

Generation Z, those born between 1997 and 2012, face unique challenges in an

increasingly digital and complex world. Academic pressures, social media demands, and

uncertainty about the future can all have a negative impact on their mental health. Amidst

these challenges, it is important to understand how certain factors can impact the mental

well-being of Generation Z.

One important factor to examine is the role of "Someone to Talk," which is the presence

of someone who can be a place to talk and share feelings. For Generation Z, who often

feel isolated and have difficulty expressing emotions, having someone who can listen and

provide emotional support can be an important support in maintaining their mental health.

It is also important to consider Love Language, which is how someone gives and receives

affection. For those whose Love Language is "Word of Affirmation," positive words and

recognition are the most meaningful forms of affection. Therefore, the influence of

"Someone to Talk" on the mental health of Generation Z with the Love Language "Word

of Affirmation" needs to be further studied.

This essay will discuss the influence of "Someone to Talk" on the mental health of

Generation Z with the Love Language "Word of Affirmation". This study will examine how

the presence of someone who can be a place to tell stories and give positive words can

affect the mental well-being of Generation Z with the Love Language "Word of

Affirmation".

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Published
2025-07-20
How to Cite
Muhammad Zaqil Mubarok, & Khadijah. (2025). ANALISIS “SOME ONE TO TALK” TERHADAP KESEHATAN MENTAL GEN Z DENGAN LOVE LANGUAGE “WORD OF AFFIRMATION”. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 11(02), 1 - 11. https://doi.org/10.36989/didaktik.v11i02.7361