Emotion Regulation Strategies and Academic Stress Among First-Year Psychology Students
Keywords:
Emotion regulation, Academic stress, First-year students, Expressive suppression, Psychology studentsAbstract
with 320 students selected through cluster sampling. Data were collected using the Indonesian Emotion Regulation Questionnaire (ERQ; 10 items; α = .752) and the Indonesian Educational Stress Scale for Adolescents (ESSA; 9 items; α = .795). Because one variable was not normally distributed, data were analyzed using Spearman’s rho with an aspect-level analysis. Result: Emotion regulation was significantly and positively and significantly related to academic stress, but the association was very weak (ρ = .169, p = .002). Cognitive reappraisal was not significantly related to academic stress (ρ = .020, p = .724), whereas expressive suppression was positively and significantly related to academic stress (ρ = .232, p < .001). Conclussion: A higher total ERQ score does not necessarily reflect more adaptive emotion regulation. Interventions should emphasize adaptive strategies, especially cognitive reappraisal, rather than general emotion control.
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