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Within students’ inner perception, artificial facts are constructed to encourage responses. These artificial hopes aim to support positive outcomes as an alternative explanation to reduce anxiety-related fears. A cohort effect approach is used in a longitudinal study to observe anxiety-disorder behavioral effects grounded in religious and mental-health perspectives, considering aging-related characteristics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-20-no-2-the-cohort-effect-approach-to-a-friction-in-students-life-beyond-religious-and-mental-health-for-anxiety-disorder-at-iain-langsa/601128/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-20-no-2-the-cohort-effect-approach-to-a-friction-in-students-life-beyond-religious-and-mental-health-for-anxiety-disorder-at-iain-langsa/601128.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article mean by students’ “friction”?","Question",{"text":112,"@type":113},"It describes a frictional stem in students’ life related to hope—either real or false—that emerges when anxiety attacks consciousness and influences how students respond over time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the cohort effect approach contribute to the study?",{"text":117,"@type":113},"It supports a longitudinal observation of students’ behaviors regarding anxiety-disorder impacts, using a cohort effect framework grounded in religious and mental-health considerations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which student-related factors are examined as part of the approaches?",{"text":121,"@type":113},"The approaches aim at physical features and body shape, and also consider decision making, level of aggressiveness, fears, and patterns that relate to students’ behaviors and mental health over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601128,1793115157,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DINAMIKA ILMU  \nVol. 20 No. 2, 2020  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v20i2.2512](http://doi.org/10.21093/di.v20i2.2512)  \nThe Cohort Effect Approach to a Friction in Students-Life Beyond Religious and Mental Health for Anxiety Disorder at IAIN Langsa  \nIqbal  \nIAIN Langsa, Indonesia  \ne-mail: [iqbal@iainlangsa.ac.id](iqbal@iainlangsa.ac.id)  \nMauloeddin Afna  \nIAIN Langsa, Indonesia  \n[e-mail: mauloeddin.afna@iainlangsa.ac.id](e-mail: mauloeddin.afna@iainlangsa.ac.id)  \nRita Sari  \nIAIN Langsa, Indonesia  \ne-mail: [ritasari17@iainlangsa.ac.id](ritasari17@iainlangsa.ac.id)  \nAbstract  \nThe article scrutinized a friction stem in students, a false or a real of hope, struggle, and retentive in life when anxiety attacking the consciousness and bridging religious tradition and mental health status. Beyond reality to fantasy, within the inner perceptive, students construct artificial facts in the brain to stimulate action as a course of reactions. The artificial are related to a hope, an expectation, inviting a positive outcome to be believed as an alternative fact to subdue anxiety offears, which come to overshadow students’mental status. For inner students’mental status, there is friction which pressing one to another for their artificial feeling either became the greatest power or worst nightmare affected to daily life and exposure both internally and externally reactions. A cohort effect approaches were applied to observe a longitudinal study for students’ behaviors in contemplating anxiety disorder affect that relied on religious and mental health for an individual sample. Student’s behaviors respect a particular characteristic asthe aging process. The approaches aimed at physical features; body shape, decision making, level of aggressiveness, fears, and matting patterns. Thus, students’ frictions are traceable  \nto foresee students’mental health disorders as an umbrella from a diverse field in clinical psychology.  \nKeywords: cohort effect, friction, mental health, religious  \nA. Introduction  \nStudents request a clear objective to bear in life and inspiration for reality acceptance. To derive the objective, it is essential to alter an imaginary superficial subconsciously. Even though the image is deceiving fact, it is quantified variables that are powerful to stimulate lead action for strengthening support to fulfill as accepted fact. The imaginary effect excludes happiness, bravery, and sensuality. Then it rages to generate students’ potential power, which is called hope. The psychologist, Wundt, and Stern, classified hope into three dimensions of students feeling; pleasure or displeasure, exited and inner attentive, yet, it is uncontrollable to be express daily life (Woodworth & Marquis, 1957) . Then, it brings out over reality raise frictions (Nind & Kellett, 2002; Feldman, Balaraman, & Anderson, 2018; Feldman et al., 2018) .  \nArguably, students’ feelings are settled both the greatest strength and threats for students themselves in terms of mental health. The first dimension of students feeling; a pleasure and displeasure happened from triggering effect for reaching achievement in life, then it followed by excitement or displeased with society for the second dimension. However, there someone who kept their achievement for themselves, introvert celebrated for their satisfaction, it is called the third dimension (Nind & Kellett, 2002) . To describe the friction in students feeling exposure, Papalia, Sterns, Feldman, & Camp (2007) pointed out feeling layer retentive to exposure personal reflective stages of behaviors. Formerly, the first stage of students, it is the feeling stream a hope as a reflection for an expectation. Then in the next stage, the feeling related to immediate predictive action. Finally, in the last stage, the reaction comes forward as a resolution. Besides, insecurity is based on personal fear only (Schietz & Villares, 2017; Blake et al., 2018; King, 2001) . Then, K","cbCaigbUa6D717Cy","https://ap.wps.com/l/cbCaigbUa6D717Cy","pdf",272532,16,"English","# Abstract\n# A. Introduction","[{\"question\":\"What does the article mean by students’ “friction”?\",\"answer\":\"It describes a frictional stem in students’ life related to hope—either real or false—that emerges when anxiety attacks consciousness and influences how students respond over time.\"},{\"question\":\"How does the cohort effect approach contribute to the study?\",\"answer\":\"It supports a longitudinal observation of students’ behaviors regarding anxiety-disorder impacts, using a cohort effect framework grounded in religious and mental-health considerations.\"},{\"question\":\"Which student-related factors are examined as part of the approaches?\",\"answer\":\"The approaches aim at physical features and body shape, and also consider decision making, level of aggressiveness, fears, and patterns that relate to students’ behaviors and mental health over time.\"}]","DINAMIKA ILMU - Vol. 20 No. 2 - The Cohort Effect Approach to a Friction in Students-Life Beyond Religious and Mental Health for Anxiety Disorder at IAIN Langsa | PDF",1792092038]