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The correlation between academic stress and emotion regulation

Indonesian Research Journal in Education |IRJE| · Vol. 9 No. 02 (2025) · hlm. 875–887

DOI
10.22437/irje.v9i02.43567
ISSN
2580-5711
Terbit
2025-07-27
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Academic stress is a common experience among university students and significantly affects their emotional and psychological well-being. Emotion regulation, the ability to manage and respond to emotional experiences, is critical in coping with academic-related stressors. This study examines the correlation between academic stress and emotion regulation strategies among undergraduate students. Using a quantitative correlational design, data were collected from 350 students at Universitas Terbuka through standardized instruments: the Academic Stress Scale (ASS) and the Emotion Regulation Questionnaire (ERQ), which measures cognitive reappraisal and expressive suppression. The results revealed a significant negative correlation between academic stress and cognitive reappraisal, and a significant positive correlation between academic stress and expressive suppression. These findings suggest that students who experience higher levels of academic stress are more likely to engage in maladaptive emotion regulation strategies. The study emphasizes the value of promoting adaptive emotional coping mechanisms to reduce stress and improve students’ academic and mental health outcomes.

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13 penulis · 31 tautan kepenulisan bersama · 1 lintas organisasi

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  • Indonesia Open University
  • Universitas Muhammadiyah Prof Dr Hamka
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Ucu RahayuIndonesia Open University1
Tita RositaIndonesia Open University1
Nurul HasanahAfiliasi tidak diketahui1
Gufanta Hendriko PurbaAfiliasi tidak diketahui1
Rangga TriyudaAfiliasi tidak diketahui1
Dinda Putri RamadhaniUniversitas Muhammadiyah Prof Dr Hamka1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The correlation between academic stress and emotion regulation</dc:title>
	<dc:creator xml:lang="en">Kasman, Apri</dc:creator>
	<dc:creator xml:lang="en"> Sagita, Dony Darma</dc:creator>
	<dc:creator xml:lang="en"> Simarmata, Sari Wardani</dc:creator>
	<dc:creator xml:lang="en">Harahap, Ade Chita Putri</dc:creator>
	<dc:creator xml:lang="en">Batubara, Azizah</dc:creator>
	<dc:creator xml:lang="en">Armitasari, Armitasari</dc:creator>
	<dc:creator xml:lang="en">Ritonga, Rahmilawati</dc:creator>
	<dc:description xml:lang="en">Academic stress is a common experience among university students and significantly affects their emotional and psychological well-being. Emotion regulation, the ability to manage and respond to emotional experiences, is critical in coping with academic-related stressors. This study examines the correlation between academic stress and emotion regulation strategies among undergraduate students. Using a quantitative correlational design, data were collected from 350 students at Universitas Terbuka through standardized instruments: the Academic Stress Scale (ASS) and the Emotion Regulation Questionnaire (ERQ), which measures cognitive reappraisal and expressive suppression. The results revealed a significant negative correlation between academic stress and cognitive reappraisal, and a significant positive correlation between academic stress and expressive suppression. These findings suggest that students who experience higher levels of academic stress are more likely to engage in maladaptive emotion regulation strategies. The study emphasizes the value of promoting adaptive emotional coping mechanisms to reduce stress and improve students’ academic and mental health outcomes.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2025-07-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/43567</dc:identifier>
	<dc:identifier>10.22437/irje.v9i02.43567</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education; 875-887</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/43567/21807</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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