Who Regulates Better? A Gendered Perspective on Emotional Regulation in Senior High School Students

Elsa Yasfa Azzahra, Salma Salima, Novita Tris Inggrita Nino, Khairul Bariyyah, Wiwik Endang Sulistyowati Ningsih

Abstract


Emotion regulation is an important skill in supporting students' mental health and academic success. This study aims to evaluate the level of emotion regulation in high school students and analyze differences in emotion regulation abilities based on gender. The research subjects amounted to 316 grade XI students from SMA Negeri 1 Bululawang, consisting of 108 male students and 208 female students who were selected using random sampling techniques. The instrument is an emotion regulation scale that has been proven to be valid and reliable. Data analysis was carried out by descriptive statistics, normality test, homogeneity test using Levene's Test (p = 0.027), and independent t-test. The results showed that students were generally in the moderate category in terms of emotion regulation. The average emotional regulation score of female students (M = 66.48) was slightly higher than that of male (M = 65.02), but the t-test showed no significant difference, t(184.56) = –0.649, p = 0.460. These findings suggest that emotion regulation cannot be generalized based on gender, but rather is influenced by contextual factors. Therefore, guidance and counseling services in schools need to adopt an adaptive and responsive approach to individual needs without relying on gender-based stereotypes.

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References


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