Emotion Regulation and Academic Stress Correlation Among Senior High Students
Korelasi antara Regulasi Emosi dan Stres Akademik di Kalangan Siswa Sekolah Menengah Atas
DOI:
https://doi.org/10.21070/psikologia.v10i1.2140Keywords:
Emotion Regulation, Academic Stress, High School Students, School Counseling, Educational PsychologyAbstract
General Background: Academic demands frequently generate psychological pressure among secondary school students, making emotional management an essential personal resource. Specific Background: Numerous educational psychology studies indicate that difficulties in regulating emotions are associated with heightened academic stress symptoms in learning environments. Knowledge Gap: However, empirical evidence focusing on senior high school students within the local school context remains limited and requires systematic quantitative verification. Aims: This study aimed to examine the relationship between emotion regulation and academic stress among students using a correlational design. Results: Statistical analysis demonstrated a significant negative association, indicating that students with better emotional control reported lower stress levels, while weaker regulation corresponded with higher tension and academic burden. Novelty: The study provides context-based data derived directly from high school learners and integrates standardized psychological scales to quantify both constructs simultaneously. Implications: Findings offer practical guidance for counseling services, classroom management, and student support programs to prioritize emotional skills training as a preventive strategy against learning-related stress, contributing to educational psychology literature and school-based mental health initiatives.
Keywords: Emotion Regulation, Academic Stress, High School Students, School Counseling, Educational Psychology
Key Findings Highlights
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significant inverse association between emotional control and pressure levels
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learners with poor coping strategies showed higher tension scores
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results support counseling interventions in school settings
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