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Afriyeni, Dela
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Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Environmental Science Physics Social Sciences Other

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Emotion Regulation and Prosocial Behavior among Eleventh-Grade Students at SMA Negeri 1 Talamau, Indonesia Afriyeni, Dela; Kardo, Rici; Suryadi
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12172

Abstract

Emotion regulation is widely assumed to support adolescents’ prosocial behavior, yet evidence from Indonesian senior high schools remains inconsistent, particularly in rural settings. This study described emotion regulation and prosocial behavior among eleventh-grade students at SMA Negeri 1 Talamau, West Pasaman, Indonesia, and examined the relationship between these variables. A quantitative correlational design involved 65 students selected from a population of 187 through proportionate random sampling. Data were collected using Likert-type emotion regulation and prosocial behavior scales comprising 37 items (α = .918) and 38 items (α = .937), respectively. Descriptive percentage analysis and Pearson product-moment correlation were conducted following normality and linearity testing. Most students exhibited high emotion regulation (61.54%), while nearly half demonstrated very high prosocial behavior (49.23%). No students were classified in the low or very low categories. The correlation was positive but very weak and statistically nonsignificant (r = .185, p = .141). These findings provide no evidence of a statistically significant linear association within this sample and caution against assuming that higher emotion regulation necessarily corresponds to greater prosocial behavior in this school context. The study contributes contextual evidence to research on adolescent socioemotional development and recommends combining emotion regulation training with peer-based prosocial programs in school counseling. Future research should involve larger samples and examine empathy and school climate alongside emotion regulation.
Co-Authors Rici Kardo, Rici Suryadi