Hubungan antara Self-Compassion dengan Regulasi Emosi pada Remaja

Abstract

Penelitian ini dilakukan untuk menginvestigasi hubungan antara self-compassion dan regulasi emosi pada remaja di MAN 2 Model Medan, dengan fokus pada siswa usia 17-18 tahun. Metode kuantitatif dengan pendekatan korelasi digunakan, serta sampel 87 siswa dipilih menggunakan Teknik Purposive Sampling. Data dikumpulkan melalui skala Likert dan dianalisis dengan regresi linear sederhana. Hasil menunjukkan korelasi yang signifikan antara selfcompassion dan regulasi emosi (r(xy)= 0,969, p = 0,000, p < 0,05), menunjukkan pengaruh positif yang kuat: semakin tinggi self-compassion, semakin baik regulasi emosi. Hasil analisis juga mengungkapkan bahwa tingkat selfcompassion dan regulasi emosi siswa di MAN 2 Model Medan berada pada tingkat sedang. Koefisien determinasi (r2 = 0,525) menunjukkan bahwa selfcompassion memberikan kontribusi sebesar 52,5% terhadap regulasi emosi pada remaja di sekolah tersebut. Temuan ini penting untuk pengembangan strategi intervensi psikologis yang memperkuat self-compassion guna meningkatkan regulasi emosi siswa. This research was conducted to investigate the correlation between selfcompassion and emotion regulation in adolescents at MAN 2 Model Medan, focusing on students aged 17-18 years. A quantitative method with a correlational approach was used, and a sample of 87 students was selected using the purposive sampling technique. Data were collected through a Likert scale and analyzed using simple linear regression. The results showed a significant correlation between self-compassion and emotion regulation (r(xy) = 0.969, p = 0.000, p < 0. 05), indicating a strong positive effect: the higher the self-compassion, the better the emotion regulation. The analysis also revealed that the levels of selfcompassion and emotion regulation among students atMAN 2 Model Medan were at a moderate level. The coefficient of determination (r = 0. 525) indicated that self-compassion contributed 52.5% to emotion regulation in adolescents at the school. Thesefindings are importantfor developing psychological intervention strategies that strengthen self-compassion to improve students' emotion regulation.