<![CDATA[Emotion regulation is an important ability that students need to cope with various academic, social, and personal demands. Poor emotion regulation may contribute to increased stress and anxiety, as well as decreased psychological well-being. One promotive effort that can be implemented to improve this ability is psychoeducation on adaptive coping strategies. This study aimed to determine the effect of adaptive coping strategy psychoeducation on emotion regulation among students at STIKes Panrita Husada Bulukumba. This study employed a quantitative approach with a quasi-experimental design using a non-equivalent control group design. The sample consisted of 54 students selected through probability sampling using the simple random sampling method and divided into an experimental group and a control group, with 27 respondents in each group. The experimental group received adaptive coping strategy psychoeducation through Zoom, while the control group received no intervention. Emotion regulation was measured using the Emotion Regulation Questionnaire (ERQ) before and after the intervention. Data were analyzed using an Independent t-test. The results showed a significant difference in emotion regulation between the experimental and control groups after the adaptive coping strategy psychoeducation, with a significance value of p = 0.000 (p < 0.05). These findings indicate that adaptive coping strategy psychoeducation had a significant effect on students’ emotion regulation. Therefore, adaptive coping strategy psychoeducation can be used as a promotive effort to improve students’ ability to manage their emotions adaptively.]]>
