HUBUNGAN COGNITIVE EMOTION REGULATION DENGAN POSTTRAUMATIC GROWTH PADA REMAJA YANG MENGALAMI STRES AKADEMIK

Maynah Oktavia, Mustikasari Mustikasari

Abstract


Masa remaja merupakan masa transisi dimana individu mudah mengalami stres termasuk stres akademik yang berdampak pada kemampuan menghadapi tekanan dikenal dengan Posttraumatic Growth (PTG), hal disebakan karena Cognitive Emotion Regulation (CER). Penelitian bertujuan menganalisis hubungan antara CER dan PTG pada remaja yang mengalami stres akademik di Depok. Desain penelitian kuantitatif korelasi dengan pendekatan cross sectional pada 340 remaja berusia 15-18 tahun dengan menggunakan teknik probability sampling. Instrumen yang digunakan meliputi Educational Stress Scale for Adolescent (ESSA), Cognitive Emotion Regulation Questionnaire (CERQ), dan Posttraumatic Growth Inventory-Revised for Children and Adolescents (PTGI-RC). Hasil analisis menunjukkan mayoritas remaja mengalami stres akademik tingkat sedang (50.6%), CER yang paling dominan refocus on planning, aspek PTG tertinggi relating to others. Terdapat hubungan yang signifikan dan memiliki korelasi positif antara Cognitive emotion regulation (CER): refocus on planning dengan PTG, pada remaja yang mengalami stres akademik (ρ = 0.359, p < 0.001). Peningkatan CER yang adaptif seperti refocus on planning pada remaja diharapkan dapat mengurangi stres akademik berupa menumbuhkan pertumbuhan positif yaitu relating to others selain personal strength.

Kata Kunci: Cognitive Emotion Regulation, Posttraumatic Growth, Stres Akademik, Remaja


References


DAFTAR PUSTAKA

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217–237. https://doi.org/10.1016/j.cpr.2009.11.004

Anggadewi, B. E. T. (2020). Dampak Psikologis Trauma Masa Kanak-kanak pada Remaja. Journal of Counseling and Personal Development, 2(2), 1–7.

Arsy, W. M., & Annisa, F. (2022). Tingkat Stres Akademik dan Prestasi Akademik pada Siswa Siswi SMA Kartika VIII-1 di Jakarta Selatan. Jurnal Ilmiah Kesehatan Keris Husada, 6(1), 68–74.

Badan Pusat Statistik. (2024). Jumlah Penduduk Menurut Kelompok Umur dan Jenis Kelamin 2023. https://www.bps.go.id/id/statistics-table/3/WVc0MGEyMXBkVFUxY25KeE9HdDZkbTQzWkVkb1p6MDkjMw==/jumlah-penduduk-menurut-kelompok-umur-dan-jenis-kelamin--2022.html?year=2023

Barseli, M., Ahmad, R., & Ifdil, I. (2018). Hubungan stres akademik siswa dengan hasil belajar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 4(1), 40. https://doi.org/10.29210/120182136

Barseli, M., Ifdil, I., & Nikmarijal, N. (2017). Konsep Stres Akademik Siswa. Jurnal Konseling Dan Pendidikan, 5(3), 143–148. https://doi.org/10.29210/119800

Bella, V. R., & Nastiti, D. (2024). Hubungan antara Efikasi Diri dengan Stres Akademik pada Siswa Kelas 12 Sekolah Menengah Atas X di Malang. Afeksi: Jurnal Psikologi, 3(1), 78–88. http://jurnal.anfa.co.id/index.php/afeksi

Casey, B. J., Jones, R. M., & Hare, T. A. (2008). The Adolescent Brain. National Institutes of Health, 111–126.

Dervishi, E., Peposhi, F., & Ibrahimi, S. (2020). Self-Esteem in Adolescents and Its Connection with Stressful Experiences. Journal of Psychiatry and Psychology Research JPPR, 3(2), 144–151. https://doi.org/10.13140/RG.2.2.23822.59203

Fayaz, I. (2024). Posttraumatic Growth among Children and Adolescent Survivors of Trauma: Systematic Scoping Review. Journal of Child and Adolescent Trauma. https://doi.org/10.1007/s40653-024-00670-1

Febrianti, N. R., Surur, N., & Kholili, M. I. (2023). Hubungan antara Dukungan Teman Sebaya dengan Stres Akademik pada Siswa. Jurnal Psikoedukasi Dan Konseling, 7(1), 1. https://doi.org/10.20961/jpk.v7i1.66632

Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative Life Events, Cognitive Emotion Regulation and Emotional Problems. Personality and Individual Differences 30, 1311–1327. https://doi.org/10.1017/S0003356100012952

Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291. https://doi.org/10.1017/S0048577201393198

Haryono, R. H. S., & Kurniasari, K. (2018). Stres Akademis Berhubungan dengan Kualitas Hidup pada Remaja. Jurnal Biomedika Dan Kesehatan, 1(1), 75–84. https://doi.org/10.18051/jbiomedkes.2018.v1.75-84

Helgeson, V. S., Reynolds, K. A., & Tomich, P. L. (2006). A meta-analytic review of benefit finding and growth. Journal of Consulting and Clinical Psychology, 74(5), 797–816. https://doi.org/10.1037/0022-006X.74.5.797

Hockenberry, M. J., Wilson, D., & Rodgers, C. C. (2017). Essentials of Pediatric Nursing. In Sustainability (Switzerland) (10th ed.). Elsevier. http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/305320484_SISTEM_PEMBETUNGAN_TERPUSAT_STRATEGI_MELESTARI

Hosseinkhani, Z., Hassanabadi, H. R., Parsaeian, M., Karimi, M., & Nedjat, S. (2020). Academic stress and adolescents mental health: A multilevel structural equation modeling (MSEM) study in northwest of Iran. Journal of Research in Health Sciences, 20(4), 1–7. https://doi.org/10.34172/jrhs.2020.30

Hussain, D., & Bhushan, B. (2011). posttraumatic stress and growth among tibetan refugees: The Mediating Role of Cognitive-Emotional Regulation Strategies. Journal of Clinical Psychology, 67(7), 720–735. https://doi.org/10.1002/jclp.20801

Ilhami, S. E. (2023). Hubungan Regulasi Emosi dan Dukungan Sosial dengan Tingkat Stres Akademik pada Kelompok Usia Remaja di Jakarta Timur. Universitas Indonesia.

Istighfarin, R. A. (2021). Positive Cognitive Triad sebagai Mediator Hubungan antara Persepsi Konflik Interparental dan Regulasi Emosi Kognitif pada Remaja Madya di Indonesia.

Kemenkes. (2024). Remaja 10-18 Tahun. Kementerian Kesehatan RI. https://ayosehat.kemkes.go.id/kategori-usia/remaja

Kerinina, A., & Kusristanti, C. (2023). Spirituality and Posttraumatic Growth in Adolescent Girls with Dating Violence Experience. Journal An-Nafs: Kajian Penelitian Psikologi, 8(1), 83–97. https://doi.org/10.33367/psi.v8i1.3656

Khilma, H. A., & Utami, N. I. (2024). Growth Mindset dan Stres Akademik pada Siswa SMA di Yogyakarta. Jurnal Ilmiah Edukatif, 10(1), 1–10. https://doi.org/10.37567/jie.v10i1.2637

Lazarus, R. S., & Folkman, S. (1984). Stres, Appraisal, and Coping (1st ed.). Springer Publishing Company.

Prati, G., & Pietrantoni, L. (2009). Optimism, social support, and coping strategies as factors contributing to posttraumatic growth: A meta-analysis. Journal of Loss and Trauma, 14(5), 364–388. https://doi.org/10.1080/15325020902724271

Putri, E. P. (2019). Perceived Social Support sebagai Moderator dalam Pengaruh Optimisme Terhadap Posttraumatic Growth pada Emerging Adults yang Menghadapi Kematian Orang Tua. https://lib.ui.ac.id/detail.jsp?id=20490340#digital#digital

Raihana, P. A., Kencana, S. S., Dewi, I. K., & Ilma, A. N. (2024). Studi Demografi Perbedaan Stress Akademik Mahasiswa ditinjau dari Keikutsertaan Organisasi, Prestasi akademik, dan Jenis Kelamin. GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 14(1), 255. https://doi.org/10.24127/gdn.v14i1.8970

Ribka. (2020). Faktor-faktor yang Memengaruhi Resiliensi pada Remaja di Kota Depok.

Rosanti, Purwanti, & Wicaksono, L. (2022). Studi Tentang Stres Akademik pada Peserta Didik Kelas VIII SMP Negeri 18 Pontianak. Jurnal Pendidikan Dan Pembelajaran, 11(9), 1576–1583. https://doi.org/10.26418/jppk.v11i9.58102

Sahidin, H. I., & Faradiba, A. T. (2022). Hubungan Cognitive Emotion Regulation Strategies Kurang Adaptif Dan Depresi Pada Remaja Akhir. Jurnal EMPATI, 11(4), 279–286. https://doi.org/10.14710/empati.0.36473

Sari, P. M., Lubis, S. A., & Daulay, N. (2023). Efektivitas Konseling Kelompok Rational Emotive Behavior Therapy dalam Meningkatkan Regulasi Emosi Remaja Sekolah Menengah Atas. GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 13(3), 683. https://doi.org/10.24127/gdn.v13i3.7678

Schroevers, M. J., Helgeson, V. S., Sanderman, R., & Ranchor, A. V. (2010). Type of Social Support Matters for Prediction of Posttraumatic Growth among Cancer Survivors. Psycho-Oncology, 19(1), 46–53. https://doi.org/10.1002/pon.1501

Shaw, A., Joseph, S., & Linley, P. A. (2005). Religion, spirituality, and posttraumatic growth: A systematic review. Mental Health, Religion and Culture, 8(1), 1–11. https://doi.org/10.1080/1367467032000157981

Steare, T., Gutiérrez Muñoz, C., Sullivan, A., & Lewis, G. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of Affective Disorders, 339(July), 302–317. https://doi.org/10.1016/j.jad.2023.07.028

Sun, J. (2012). educational stress among chinese adolescents: Measurement, Risk Factors and Associations with Mental Health. Journal of Psychoeducational Assessment, 29(6), 534–546.

Supini, P., Gandakusumah, A. R. P., Asyifa, N., Auliya, Z. N., & Ismail, D. R. (2024). Faktor-Faktor yang Mempengaruhi Kesehatan Mental pada Remaja. JERUMI: Journal of Education Religion Humanities and Multidiciplinary, 2(1), 166–172. https://doi.org/10.57235/jerumi.v2i1.1760

Sutrisna, T., & Wulandari, L. H. (2023). Gambaran Stres pada Siswa dengan Pembelajaran Kurikulum Merdeka di SMA Negeri 1 Tanjungbalai.

Taku, K., Cann, A., Calhoun, L. G., & Tedeschi, R. G. (2008). The Factor Structure of the Posttraumatic Growth Inventory: A Comparison of Five Models Using Confirmatory Factor Analysis. Journal of Traumatic Stress, 21(2), 158–164. https://doi.org/10.1002/jts

Tedeschi, R. G., & Calhoun, L. G. (2004). posttraumatic growth: Conceptual Foundations and Empirical Evidence. Psychological Inquiry, 15(1), 1–18. https://doi.org/10.1207/s15327965pli1501_01

Tedeschi, R. G., Shakespeare-Finch, J., Taku, K., & Calhoun, L. G. (2018). —Posttraumatic Growth. In Losing a Parent to Suicide. Routledge. https://doi.org/10.4324/9780203593479-10

UNICEF. (2024). Adolescents. https://data.unicef.org/topic/adolescents/overview/

Wang, N., Chung, M. C., Wang, Y., & Liu, F. (2023). The Impact of Adolescent Profiles of Posttraumatic Stress, Emotion Regulation, and Disorganized Attachment on Posttraumatic Growth and Psychiatric Symptoms: Academic Stress and Egocentrism as Covariates. Psychological Trauma: Theory, Research, Practice, and Policy, 16(6), 999–1009. https://doi.org/10.1037/tra0001628

Wati, A. D. (2022). Hubungan Kestabilan Emosi Terhadap Stres Akademik Pada Remaja. Masker Medika, 10(2), 741–746. https://doi.org/10.52523/maskermedika.v10i2.497

WHO. (2024). Adolescent Health. https://www.who.int/health-topics/adolescent-health#tab=tab_1

Wulandari, R. (2014). Gambaran Tingkat Stres Akademik Pada Remaja Di SMA Negeri 1 Depok.

Xu, Y., Shao, J., Zeng, W., Wu, X., Huang, D., Zeng, Y., & Wu, J. (2021). depression and creativity during COVID-19: Psychological Resilience as a Mediator and Deliberate Rumination as a Moderator. Frontiers in Psychology, 12(May), 1–13. https://doi.org/10.3389/fpsyg.2021.665961

Yusuf, N. M., & Yusuf, J. M. (2020). Faktor-Faktor Yang Mempengaruhi Stres Akademik. Psyche 165 Journal, 13(02), 4–5. https://doi.org/10.35134/jpsy165.v13i2.84

Zoellner, T., & Maercker, A. (2006). Posttraumatic Growth in Clinical Psychology - A Critical Review and Introduction of A Two Component Model. Clinical Psychology Review, 26(5), 626–653. https://doi.org/10.1016/j.cpr.2006.01.008




DOI: http://dx.doi.org/10.32419/jppni.v10i2.695

Article Metrics

Abstract view : 611 times
PDF (Bahasa Indonesia) - 318 times

Refbacks

  • There are currently no refbacks.


 

Creative Commons License

Jurnal PPNI (P-ISSN: 2503-1376 ; E-ISSN: 2549-8576)

Published by PPNI