The Relationship Between Emotion Regulation and Resilience Among Boarding School Students
DOI:
https://doi.org/10.24114/altruistik.v6i1.67350Keywords:
Emotion Regulation, Resilience, Boarding School Students, Psychological Adaptation, Adolescent Well-BeingAbstract
Students living in boarding schools generally face various adaptation challenges, particularly the demand to live independently while being away from their families. Such conditions require adequate emotion regulation and resilience. This study aimed to examine the relationship between emotion regulation and resilience among Grade X–XI students at SMA Xaverius 5 Belitang who live in a boarding environment and come from diverse cultural backgrounds, thereby facing relatively high adaptation demands. The study employed a quantitative approach with a correlational design. A total of 62 students were selected as participants using purposive sampling. The data were analyzed using Pearson’s correlation analysis. The results revealed a moderate positive relationship between emotion regulation and resilience (r = 0.412; p < 0.001). This finding indicates that higher levels of emotion regulation are associated with higher levels of resilience among students. The results further suggest that emotion regulation is related to students’ capacity to cope with stress and adapt to various demands within the boarding school environment. Theoretically, this study strengthens the understanding of the relationship between emotion regulation and resilience in individuals’ adaptation to stress, particularly in the context of boarding school life. Practically, the findings highlight the importance of developing psychological programs focused on enhancing emotion regulation skills to support the resilience and psychological well-being of boarding school students.
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