The Relationship Between Emotional Regulation and Psychological Well-Being In College Sudents - Aisyah Fadella Trilifazar; Riza Noviana Khoirunnisa (Universitas Negeri Surabaya, 2026)
Penelitian ini bertujuan untuk menganalisis hubungan antara regulasi emosi dan psychological well-being pada mahasiswa Program Studi S1 Psikologi Universitas Negeri Surabaya. Regulasi emosi merupakan kemampuan individu dalam mengenali, memahami, dan mengelola emosi secara adaptif, sedangkan psychological well-being berkaitan dengan kemampuan individu untuk mencapai keberfungsian psikologis yang optimal, seperti penerimaan diri, hubungan positif dengan orang lain, tujuan hidup, dan pengembangan diri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Partisipan penelitian berjumlah 173 mahasiswa yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui penyebaran kuesioner daring menggunakan Skala Regulasi Emosi dan Skala Psychological Well-Being yang telah memenuhi uji validitas dan reliabilitas. Analisis data dilakukan menggunakan uji korelasi Pearson Product Moment setelah data dinyatakan berdistribusi normal. Hasil penelitian menunjukkan adanya hubungan positif yang kuat dan signifikan antara regulasi emosi dan psychological well-being (r = 0,750; p < 0,001) yang menunjukkan bahwa semakin baik kemampuan regulasi emosi mahasiswa, maka semakin tinggi pula tingkat psychological well-being yang dimiliki. Penelitian ini dapat memberikan kontribusi dalam pengembangan program intervensi psikologis untuk mendukung peningkatan kesejahteraan psikologis mahasiswa. Abstract This study aimed to analyze the relationship between emotion regulation and psychological well-being among undergraduate psychology students at Surabaya State University. Emotion regulation refers to an individual’s ability to recognize, understand, and manage emotions adaptively, while psychological well-being is related to an individual’s ability to achieve optimal psychological functioning, including self-acceptance, positive relationships with others, purpose in life, and personal growth. This study employed a quantitative approach with a correlational design. The participants consisted of 173 students selected using a purposive sampling technique. Data were collected through online questionnaires using the Emotion Regulation Scale and the Psychological Well-Being Scale, both of which had met validity and reliability criteria. Data analysis was conducted using the Pearson Product Moment correlation test after the data were confirmed to be normally distributed. The results showed a strong and significant positive relationship between emotion regulation and psychological well-being (r = 0.750; p < 0.001), indicating that students with better emotion regulation abilities tended to have higher levels of psychological well-being. This study is expected to contribute to the development of psychological intervention programs aimed at improving students’ psychological well-being.