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Effectiveness of CBT-based group counseling using self-talk and cognitive restructuring techniques to improve emotion regulation among junior high school students in Demak

Jurnal Bimbingan Konseling · Vol. 15 No. 2 (2026) · pp. 105–110

DOI
10.15294/jubk.v15i2.32931
ISSN
2502-4450, 2252-6889
Published
2026-08-17
Publisher
Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang
Language
eng

Abstract

Emotion regulation is an essential developmental competency that enables adolescents to manage emotional responses and adapt to academic and social challenges. This study aimed to examine the effectiveness of cognitive-behavioral therapy (CBT)-based group counseling using self-talk and cognitive restructuring techniques in improving emotion regulation among eighth-grade junior high school students in Demak Regency, Indonesia. A quasi-experimental pretest–posttest control-group design was employed. From a population of 151 students, 24 participants were selected through purposive sampling and divided into three groups: self-talk (n = 8), cognitive restructuring (n = 8), and control (n = 8). The interventions were implemented through six to eight structured counseling sessions. Data were collected using a 19-item emotion regulation scale and analyzed using the Shapiro–Wilk, Levene's, and Kruskal–Wallis tests. The results indicated no statistically significant differences among groups at pretest (p =.060), whereas significant differences were observed at posttest (p =.001). These findings provide preliminary evidence supporting the potential application of CBT-based group counseling to improve emotion regulation among adolescents. However, further comparative analyses are required to establish the specific effectiveness of each intervention. The study highlights the relevance of structured cognitive-behavioral counseling for supporting students' emotional development in school settings.

Keywords

Collaboration network of the authors

40 authors · 100 co-authorship links · showing the 40 most connected

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Co-authorOrganisationJoint articles
Mungin Eddy WibowoAffiliation unknown9
Sugiyo SugiyoAffiliation unknown4
SunawanAffiliation unknown4
Sunawan SunawanAffiliation unknown4
Anwar SutoyoAffiliation unknown3
Shania Dea Menany SoputanAffiliation unknown3
Muhammad JaparAffiliation unknown3
Mulawarman MulawarmanAffiliation unknown3
Farid AhmadiAffiliation unknown2
Yuli Kurniawati Sugiyo PranotoAffiliation unknown2
DYP SugihartoAffiliation unknown2
MulawarmanAffiliation unknown2
Ernest Ceti SeptyantiAffiliation unknown2
Awalya AwalyaAffiliation unknown2
Sinta SaraswatiAffiliation unknown2
Aidda Salsa BillaAffiliation unknown1
Try Yatimatul Khoerun NisaAffiliation unknown1
Annastasya OktavianiAffiliation unknown1
Esa Nurwulan PurnamiAffiliation unknown1
Kiswatus Sa'adahAffiliation unknown1
Aminatuzzuhriyah AminatuzzuhriyahAffiliation unknown1
Elma NoviyantiAffiliation unknown1
Alisah Qodrunnada MunawarohAffiliation unknown1
Kiki Kur'ainiAffiliation unknown1
Latifa KhusniaAffiliation unknown1
Elfrida Eriyani AfifAffiliation unknown1
Samsudi SamsudiAffiliation unknown1
Istu Hari SubagioAffiliation unknown1
Soedijono SastroatmodjoAffiliation unknown1
Tri SuminarAffiliation unknown1
Isriyati IsriyatiAffiliation unknown1
Lia MustabyiahAffiliation unknown1
Sugiana SugianaAffiliation unknown1
Rahayu KuncoroAffiliation unknown1
Anita NurkhasanahAffiliation unknown1
Sinta Nurul MentariAffiliation unknown1
Anik Mahtun Fajar RiniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jubk/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Effectiveness of CBT-based group counseling using self-talk and cognitive restructuring techniques to improve emotion regulation among junior high school students in Demak</dc:title>
	<dc:creator xml:lang="en">Ainus Safa’ah</dc:creator>
	<dc:creator xml:lang="en">Dwi Yuwono Puji Sugiharto</dc:creator>
	<dc:creator xml:lang="en">Ali Formen</dc:creator>
	<dc:subject xml:lang="en">CBT-based group counseling</dc:subject>
	<dc:subject xml:lang="en">cognitive restructuring</dc:subject>
	<dc:subject xml:lang="en">emotion regulation</dc:subject>
	<dc:subject xml:lang="en">self-talk</dc:subject>
	<dc:description xml:lang="en">Emotion regulation is an essential developmental competency that enables adolescents to manage emotional responses and adapt to academic and social challenges. This study aimed to examine the effectiveness of cognitive-behavioral therapy (CBT)-based group counseling using self-talk and cognitive restructuring techniques in improving emotion regulation among eighth-grade junior high school students in Demak Regency, Indonesia. A quasi-experimental pretest–posttest control-group design was employed. From a population of 151 students, 24 participants were selected through purposive sampling and divided into three groups: self-talk (n = 8), cognitive restructuring (n = 8), and control (n = 8). The interventions were implemented through six to eight structured counseling sessions. Data were collected using a 19-item emotion regulation scale and analyzed using the Shapiro–Wilk, Levene's, and Kruskal–Wallis tests. The results indicated no statistically significant differences among groups at pretest (p = .060), whereas significant differences were observed at posttest (p = .001). These findings provide preliminary evidence supporting the potential application of CBT-based group counseling to improve emotion regulation among adolescents. However, further comparative analyses are required to establish the specific effectiveness of each intervention. The study highlights the relevance of structured cognitive-behavioral counseling for supporting students' emotional development in school settings. </dc:description>
	<dc:publisher xml:lang="en">Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-08-17</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://journal.unnes.ac.id/journals/jubk/article/view/32931</dc:identifier>
	<dc:identifier>10.15294/jubk.v15i2.32931</dc:identifier>
	<dc:source xml:lang="en">Jurnal Bimbingan Konseling; Vol. 15 No. 2 (2026): August 2026; 105-110</dc:source>
	<dc:source>2502-4450</dc:source>
	<dc:source>2252-6889</dc:source>
	<dc:source>10.15294/jubk.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jubk/article/view/32931/11882</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Universitas Negeri Semarang </dc:rights>
</oai_dc:dc>