The Correlation of Emotion Regulation and Learning Agility on the

Academic Self-efficacy Level of Junior High School Students during

the Covid-19 Pandemic

Teguh Lesmana and Gustina Ahmad

Psychology Study Program, Faculty of Social Sciences and Humanities, Universitas Bunda Mulia,

Lodan Raya Street No 2, Ancol, North Jakarta, Indonesia

Keywords: Emotion Regulation, Learning Agility, Academic Self-efficacy.

Abstract: The difficulties experienced by junior high school students in online learning during the pandemic may

indicate a problem with academic self-efficacy. Academic self-efficacy can be determined by external

factors such as students' ability to manage their emotions. In addition, the new learning style during the

COVID-19 pandemic indicates that students must be able to adapt to follow this new learning style so that

they do not have to repeat classes. Based on this phenomenon, the purpose of this study was to determine

the effect of emotional regulation and learning agility on academic self-efficacy in junior high school

students during the covid -19 pandemic. Researchers used non-experimental quantitative research methods

in this study. This study uses a type of correlational research with data collection through questionnaires

distributed online. The results of the study using 400 respondents showed that there was a significant

positive relationship between emotional regulation and learning agility with academic self-efficacy. With

the results of this study, educators can find out what things can contribute to student adaptation in

participating in online learning during the COVID-19 pandemic and it is hoped that the results of this

research can be a source of information for educators and parents of students.

1 INTRODUCTION

The COVID-19 pandemic is a health crisis that has

occurred since the end of December 2019 in Wuhan,

China and has now spread to almost a number of

countries in the world. Covid-19 is an infectious

disease caused by acute respiratory syndrome

coronavirus 2 (severe acute respiratory syndrome

coronavirus 2 or SARS-CoV-2) (Setiawan,

Puspitasari, Sunariani, & Yudianto, 2020). The

nature of the virus, which tends to be very easy to

spread and contagious, and deadly enough to

paralyze almost all sectors in society, is no exception

in the field of education. So, on March 4, 2020,

UNESCO (United Nations Educational, Scientific

and Cultural Organization) suggested the use of

distance learning and opened an educational

platform that schools and teachers can use to reach

students remotely and limit educational disruptions

(UNESCO, 2020).

In connection with these developments, the

Ministry of Education and Culture (Kemendikbud)

has also adopted policies as a guide in dealing with

the disease at the education unit level

(Kemendikbud, 2020). Thus, to suppress the spread

of COVID-19 in the educational environment,

distance learning is the main solution. to overcome

all the difficulties that exist in carrying out face-to-

face learning. This will give challenges to all

elements and levels of education to keep the class

active even though the school has been closed

(Herliandry et al, 2020). Online or distance learning

is done by utilizing technology, especially the

internet. So that teachers or educators are required to

be creative and innovate. Internet-based media offers

advantages that are able to overcome several

learning problems such as the lack of meeting hours,

limited sources of printed material and being able to

overcome long distances (Sari, 2015).

In addition to offering these advantages, online

or internet-based learning also has an unfavorable

impact, one of which is that students can become

less active in conveying their aspirations and

thoughts, so that it can result in boring learning

Lesmana, T. and Ahmad, G.

The Correlation of Emotion Regulation and Learning Agility on the Academic Self-efﬁcacy Level of Junior High School Students during the Covid-19 Pandemic.

DOI: 10.5220/0010809100003347

In Proceedings of the 2nd International Conference on Psychological Studies (ICPsyche 2021), pages 85-93

ISBN: 978-989-758-580-7

(Rimbarizki, 2017). Meanwhile, a survey conducted

on students found the fact that most of them felt that

distance learning activities were more difficult than

conventional learning activities, distance learning

materials were also more difficult than face-to-face

learning materials due to limitations, as for the gap

between the policies and operations of distance

learning implementation at every level of primary

and secondary education (Adit, 2020).

Wisma (2021) states that there are 2,300 junior

high school students who are indicated to experience

problems and difficulties during distance learning

out of a total of 21,228, in the midst of the covid-19

pandemic, with various problems that occurred in

students during distance learning, such as not

collecting assignments so that teachers take action

by not giving grades to students, problems during

distance learning take place thousands of junior high

school students are stuck in school because of

incomplete grades, this causes a high grade the

students become empty, distance learning online

resulted in some of the students having to take report

cards offline due to various obstacles.

The number of problems that occur in junior high

school (SMP) students, especially in online learning,

is because at this time students are in a transition

period from children to teenagers. According to

Papalia and Feldman (2012), adolescence (teenage

years) is a transitional period of development that

lasts from the age of about 10 or 11 years to the end

of 19 years or the beginning of the age of 20 years

which is characterized by the need for physical and

psychological changes, including completing the

developmental task in adolescence is the search for

self-identity. Besides that, adolescence is also seen

as a period in which adolescents are faced with

various things and challenges, including the

demands of completing academic tasks, demands in

friendship relationships, and in relationships with

parents at an early age. Based on a survey conducted

by Hilda (in Wahyuni & Dahlia, 2020) which states

that in six major cities in Indonesia, namely

Makassar, Surabaya, Yogyakarta, Bandung, Jakarta,

and Medan, it was found that almost 70% of

respondents answered that they had cheated when

they were still in school. This fact shows that school

students lack confidence in themselves and have

problems with academic self-efficacy so that they

have to cheat during the exam. From other studies

conducted by Alemany-Arrebola et al. (2020) it is

known that the pandemic situation causes anxiety in

university students and this then also causes students

to feel that they do not have a sufficient level of

academic self-efficacy. Thus, during this pandemic,

it can be concluded on the phenomena that have

been discussed that students can experience

problems with their academic self-efficacy.

Based on previous research (Onuigbo, et al.,

2019) it is known that academic self-efficacy can be

predicted by good emotion regulation, and this is

because the ability to regulate emotions when faced

with challenges will increase self-confidence to

complete academic tasks in school. In addition to

good emotional regulation, there are also other

variables that can help the growth of academic self-

efficacy, namely learning agility. Although there is

no research that links learning agility with academic

self-efficacy, researchers assume that the two can be

related. This is based on previous research (Bedford,

2011) which examined the role of learning agility on

workplace performance and employee career

advancement where learning agility can help

employees get better at work and even increase

opportunities for employees to experience career

advancement. In the results of this study, if it is

assumed that schools are the same as workplaces

where students have to learn new things and when

they are able to master these new things, they will be

able to advance to class or experience career

advancement in the workplace, then the researcher

feels that learning agility can also be investigated on

the concept of student learning. at school during the

online learning period.

This research was conducted to better understand

the psychological impact experienced by junior high

school students who study online during the

COVID-19 pandemic, where junior high school

students when studying online at home must quickly

adapt to cope with the demands of many online

learning tasks. The number of tasks that must be

done by students can affect the level of stress when

studying online and reduce students' confidence in

completing their school assignments. On the other

hand, online learning at home is the only option to

maintain health and avoid the COVID-19 virus

outbreak. Thus, this research is also to broaden

insight and research in educational psychology and

positive psychology issues by fulfilling the research

objective, namely to determine the relationship

between emotional regulation and learning agility

with academic self-efficacy.

ICPsyche 2021 - International Conference on Psychological Studies

2 LITERATURE REVIEW

2.1 Emotional Regulation

Rahmawati and Saptandari (2020) define that

emotion regulation is an individual process in

understanding the emotions they feel and knowing

when they occur and how they experience or

express their emotions. Thompson (in Rasyid,

2012) defines emotional regulation as a process

inside and outside the individual that is responsible

for motivating, evaluating, and modifying

emotional reactions intensively and specifically to

achieve goals. A person's inability to control

emotions does not mean he is experiencing a

psychological disease, but this inability is related to

emotional goals and if a person fails to achieve his

goals, it can be said that he is unable to regulate his

emotions (Thompson, 2011).

Gratz and Roemer (2004) explain that there are

four aspects that reflect the regulation of individual

emotions, namely: (a) Acceptance of emotional

response (acceptance of emotions). It is an

individual's ability to accept an event that causes

negative emotions and is not ashamed to feel these

emotions when facing problems. (b) Strategies to

emotion regulation, namely the individual's belief

to be able to overcome a problem, have the ability

to find a way that can reduce negative emotions

and can quickly calm down after feeling excessive

emotions. Belief that there are no limitations in

managing emotions effectively when faced with

situations with negative emotions. (c) Engaging in

goal directed behavior (involvement of purposeful

behavior) is the ability of individuals not to be

affected by the negative emotions they feel so they

can concentrate, think and do things well. (d)

Control emotional responses, namely the ability of

individuals to be able to control the emotions they

feel and the emotional responses displayed

(physiological responses, behavior and tone of

voice), so that individuals will not feel excessive

emotions and show appropriate emotional

responses.

2.2 Academic Self-efficacy

Yokoyama (2019) states that academic self-efficacy

is one of the most important factors or predicates for

student learning success. According to Prihastyanti

and Sawitri (2018), it is stated that students'

academic self-efficacy is needed because students'

academic demands are high while students' abilities

are varied, such as demands in the learning process

on exact subjects (mathematics, physics, chemistry,

biology) and English which are carried out using

English. Bong Skaalvik (in Saraswati, 2015), states

that academic self-efficacy is an individual's belief

in his ability to complete a given academic task

successfully at a specified level.

According to Bandura (1997) academic self-

efficacy in each individual will differ from one

individual to another based on three aspects, namely:

(a) The level of difficulty of the task (Magnitude) is

related to the degree of difficulty of the task. (b) The

area of the task (generality) relates to the area of the

task of behavior in which the individual feels

confident in his abilities. (c) The level of stability,

confidence, strength (Strength) is related to the level

of strength of the individual's beliefs or expectations

about his abilities.

2.3 Learning Agility

Lombardo and Eichinger (2000) define learning

agility as “the willingness and ability to learn new

competencies to perform under first-time, difficult,

or different conditions”. They formulated a

conceptual framework for learning agility consisting

of the following four factors: (a) People agility

considered to be the degree to which individuals

know themselves well, learn from experience, treat

others constructively, and are cool and resilient

under pressure of change. (b) Change agility refers

to individual curiosity level, passion for ideas, likes

to experiment with test cases, and engage in skill

development activities. (c) Results agility defined as

the degree to which individuals get results under

difficult conditions, inspire others to perform beyond

the norm, and demonstrate the kind of presence that

builds trust in others. (d) Mental agility considered

to be the degree to which individuals think about

problems from a new perspective and are

comfortable with complexity, ambiguity, and

explaining their thinking to others.

2.4 Research Question and Hypothesis

Based on the description of the phenomenon and the

literature review that has been submitted, the

research questions to be answered in this study

consist of:

1. Is there a significant relationship between

emotional regulation and academic self-

efficacy in junior high school students during

the covid-19 pandemic?

The Correlation of Emotion Regulation and Learning Agility on the Academic Self-efﬁcacy Level of Junior High School Students during the

Covid-19 Pandemic

2. Is there a significant relationship between

learning agility and academic self-efficacy in

junior high school students during the covid-19

pandemic?

Thus, the hypothesis in this study consists of:

H1: Emotional regulation has a significant

relationship with academic self-efficacy

in junior high school students during the

covid-19 pandemic.

H2: Learning agility has a significant

relationship with academic self-efficacy in

junior high school students during the

covid-19 pandemic.

3 METHOD

Researchers used non-experimental quantitative

research methods in this study. This study uses a

type of correlational research which is a study that

measures two or more measured variables to obtain

a series of scores from each individual and to

identify how strong the relationship between the two

variables is (Gravetter & Forzano, 2016). The

population in this study is all junior high school

students who participate in online learning in DKI

Jakarta, with an age range of 10-20 years. In relation

to BPS, the number of junior high school students by

gender and school status is around 372,859

(Kemendikbud, 2020). So that the number of

samples used in this study amounted to 400

respondents taken from the population of the Jakarta

area.

The data collection technique used in this

research is probability sampling with purposive

sampling. The sample criteria used for this research

are (a) teenagers aged 10-20 years, (b) keeping up

with distance learning during the pandemic, (c)

domiciled in DKI Jakarta. In this study, researchers

measured emotion regulation using the Difficulties

in Emotion Regulation Scale based on the

dimensions according to Gratz and Roemer (2004)

which have been converted into aspects of a positive

assessment of emotional regulation ability. This

scale consists of 36 items including: (a) 6 items of

acceptance of emotional responses, (b) 5 items of

engaging in goal directed behavior, (c) 6 items of

control of emotional responses, (d) 6 items of

adequacy of emotional awareness, (e) 8 items of

Strategies to emotion regulation and (f) 5 items of

adequacy of emotional clarity. This scale uses a

Likert scale with 5 points, namely, 1 Strongly

Disagree (STS), 2 Disagree (TS), 3 Neutral (N), 4

Agree (S) 5 Strongly Agree (SS). This measuring

tool was adapted from English to Indonesian by the

translator, then adjusted to the participants who

would fill it out.

To measure Academic Self-Efficacy using a

measuring instrument that the researcher made with

reference to the previous ASES measuring

instrument, namely the Academic Self-Efficacy

Scale (ASES) (Kunnathodi, & Ashraf, 2006). In this

study, researchers measured ASES based on aspects.

The measuring instrument made by the researcher

consisted of 31 items, including 14 items of

Magnitude, 6 items of Generality, and 11 items of

Strength. This scale uses a Likert scale with 5 points,

namely, 1 Strongly Disagree (STS), 2 Disagree (TS),

3 Neutral (N), 4 Agree (S), and 5 Strongly Agree

(SS). The average score per item will be added up to

represent the individual's belief in that specific

aspect. For each subscale, higher scores indicate

stronger feelings towards each domain.

In this study, researchers measured learning

agility using using the Learning Agility Self-

Assessment based on the dimensions according to

Gravett and Caldwell (2016). This scale consists of

25 items including: (a) 6 items of mental agility, 6

items of people agility, (c) 6 items of change agility,

and (d) 7 items of result agility. This scale uses a

Likert scale with 5 points, namely, 1 Strongly

Disagree (STS), 2 Disagree (TS), 3 Neutral (N), 4

Agree (S) 5 Strongly Agree (SS). This measuring

tool was adapted from English to Indonesian by the

translator, then adjusted to the participants who

would fill it out.

At the testing stage, 30 participants were used

to measure the reliability of the three measuring

instruments. Based on the test results of measuring

instruments, it was found that the three measuring

instruments had good Cronbach’s Alpha reliability

and could be used for field data collection. Some

items must be discarded because they have a

corrected item total correlation value that is less

than the standard at 0,3, so the items used for field

data collection are items that are already valid by

meeting these standards. The results of the

reliability of the measuring instrument can be seen

as follows:

ICPsyche 2021 - International Conference on Psychological Studies

Table 1: Results of Testing Reliability of Emotion

Regulation Scale.

Aspects Cronbach’s Number of

Alpha Valid Items

acceptance of 0,873 6

emotional responses

engaging in goal 0,837 4

directed behavior

control of emotional 0,799 6

responses

adequacy of 0,691 3

emotional awareness

Strategies to emotion 0,821 8

regulation

adequacy of 0.844 5

emotional clarity

Total 32

Table 2: Results of Testing Reliability of Academic

Self-Efficacy Scale.

Unidimensional Cronbach’s Number of

Variable Alpha Valid Items

Academic Self- 0,910 28

Efficacy (magnitude,

generality, strength)

Table 3: Results of Testing Reliability of Learning

Agility Self-Assessment.

Types Cronbach’s Number of

Alpha Valid Items

Mental Agility 0,685 4

People Agility 0,632 5

Change Agility 0,737 4

Results Agility 0,701 5

Total 18

The research will be conducted by distributing

questionnaires to active junior high school students

who take part in online learning during the pandemic

in Jakarta. The questionnaire is made in the form of

a google form and will be distributed online on

social media. The data selected are data from

samples that match the criteria for the research

sample. The results of the data obtained were then

analyzed to obtain a descriptive picture and test the

correlation of the two variables. Data processing is

carried out using SPSS 21.

4 RESULT

Respondents involved in this study came from the

city of Jakarta consisting of initials, gender, grade

level, and domicile. All respondents involved in this

study amounted to 400 people. All respondents

involved in this study have filled in the four initials,

gender, grade level, and domicile.

Table 4: Demographic Overview of Respondents.

Amount Percentage

Male 256 63,5

Female 146 36,5

Total 400 100

Grade Junior High 156 39,0

School

Grade Junior High 118 29,5

School

Grade Junior High 126 31,5

School

400 100

North Jakarta 91 22,8

West Jakarta 82 2,05

South Jakarta 72 18

East Jakarta 65 16,3

Central Jakarta 90 22,5

400 100

The results of the analysis show that the

academic self-efficacy value is in the high category

because it has an empirical mean that is greater than

the hypothetical mean which uses a median value of

3 on a scale of 1-5. Thus this shows that respondents

have high confidence to complete the tasks and

The Correlation of Emotion Regulation and Learning Agility on the Academic Self-efﬁcacy Level of Junior High School Students during the

Covid-19 Pandemic

academic challenges faced in learning activities at

school. Meanwhile, the value of all types of learning

agility is in the high category level because it has an

empirical mean that is greater than the hypothetical

mean which uses a median value of 3 on a scale of

1-5. These results indicate that respondents do not

experience problems in learning new things and are

able to adapt to existing changes to produce the

desired results in the learning activities carried out.

In the emotional regulation value of the six

aspects, it was found that there are 3 aspects that are

in the high category level (Control Of Emotional

Responses, Adequacy Of Emotional Awareness,

Strategies To Emotion Regulation) because they

have an empirical mean that is greater than the

hypothetical mean which uses a median value of 3

on the scale. 1-5. Thus, this shows that respondents

are able to realize and manage their emotions with

appropriate emotion regulation strategies.

Table 5: Descriptive Results of Research Variables.

Min Max Mean

Emotional Regulation

Acceptance Of 1 5 2,87

Emotional Responses

Engaging In Goal 1 5 2,64

Directed Behavior

Control Of Emotional 1,17 5 3,02

Responses

Adequacy Of 1,33 5 3,54

Emotional Awareness

Strategies To Emotion 1,38 5 3,22

Regulation

Adequacy Of 1,20 4,80 2,73

Emotional Clarity

Learning Agility

Mental Agility 2 5 4,11

People Agility 2 5 3,72

Change Agility 2 5 3,71

Results Agility 1,4 5 3,69

Academic Self- 2,14 4,71 3,70

Efficacy

The test used in this study is the product moment

correlation namely Spearman correlation test

involving 11 variables, namely 6 aspects of

emotional regulation, 4 types of learning agility and

academic self-efficacy. The test results show that

there is a significant positive relationship between

aspects of adequacy of emotional awareness and

academic self-efficacy (p = 0.00 <0.01; r = 0.340**)

and there is a significant positive relationship

between strategies to emotion regulation and

academic self-efficacy (p = 0.00 < 0.01; r =

0.187**). The results of the correlation analysis also

found that four other aspects of emotional regulation

did not have a significant relationship with academic

self-efficacy, namely: acceptance of emotional

responses (p = 0.382 > 0.05; r = 0.044), engaging in

goal directed behavior (p = 0.707 > 0.05; r = -0.019),

control of emotional responses (p = 0.383 > 0.05; r =

0.044), adequacy of emotional clarity (p = 0.624 >

0.05; r = -0.025).

Table 6: Correlation Matrix between Emotional

Regulation and Academic Self-Efficacy.

Accept Goal Control Awareness Strategies Clarity

Academic ,044 -,019 ,044 ,340** ,187** -,062

In other correlation analysis results, it was found

that all four types of learning agility had a

significant positive relationship with academic self-

efficacy, namely: mental agility (p = 0.00 <0.01; r =

0.396**), people agility (p = 0 ,00 < 0.01;nr =

0.188**), change agility (p = 0.00 < 0.01; r

=0.180**), and results agility (p = 0.00 < 0.01; r

=0.177**)

Table 7: Correlation Matrix between Learning Agility and

Academic Self-Efficacy.

Mental People Change Results

Academic ,396** ,188** ,180** ,177**

5 DISCUSSION

There are several aspects of emotional regulation of

respondents in this study that tend to be high

(control of emotional responses, adequacy of

emotional awareness, and strategies to emotion

regulation), therefore the respondents in this study

ICPsyche 2021 - International Conference on Psychological Studies

tend to be able to realize their emotions and be able

to manage their emotions with the right strategy. The

high value of emotional regulation is then also

followed by a high value of academic self-efficacy,

where from the results of the correlation analysis it

was found that there are 2 aspects of emotional

regulation that are significantly positively related to

academic self-efficacy. The results of a positive

relationship from the aspect of adequacy of

emotional awareness with academic self-efficacy are

in line with the results of previous research

(Grahetepeh et al., 2015; Azis, et al., 2020; Yazici,

et al., 2011) which showed that emotional

intelligence which is included in the ability to realize

emotions can contribute to the formation of self-

efficacy in students. In this study, it is not emotional

intelligence that is being studied, but one aspect of

emotion regulation in this study is included in the

notion of emotional intelligence. Therefore,

someone who is able to realize his emotions better,

will be more able to have confidence in himself to

complete academic tasks.

The results of another significant positive

correlation from the aspects of strategies to emotion

regulation with academic self-efficacy are also

supported by the results of previous research

(Supervía & Robres, 2021) which explains that

emotional regulation can improve academic

performance through the relationship with self-

efficacy. From the results of this study, it can be

concluded that emotional regulation has a significant

relationship with self-efficacy in an academic

context and these results are in line with the research

conducted by the researchers in this study. It was

further explained that one of the reasons why

emotion regulation can increase self-efficacy in an

academic context is because through good emotional

management, students can be calmer and less

anxious in dealing with stressful situations and can

then help students have confidence to complete their

academic assignments.

The results show that there is a significant

positive relationship between all four types of

learning agility with academic self-efficacy, where

the results of previous studies that support this

research have not been found by researchers.

However, the researchers found that there were

previous studies that could be considered to explain

the results in the research conducted by the

researcher, namely the research conducted by Kim et

al. (2018) where in the study it was explained that

students' belief in having digital competence was

based on learning agility. Students' belief in

mastering digital competencies in this study (Kim et

al., 2018) is indeed not the same in theory as

academic self-efficacy studied by researchers in this

study, but the concept of belief in mastering an

ability is the same as self-efficacy in academic

context so that researchers feel the results in this

study can still be supported by the results of the

study. It was further explained that the cause of

learning agility can help students have confidence in

mastering certain abilities because in learning agility

there is a desire to always apply the knowledge

gained so that it is in line with the concept of self-

efficacy whose goal is to master certain abilities.

6 CONCLUSION

This study shows that there is a significant

relationship between emotional regulation and

academic self-efficacy in junior high school students

during the COVID-19 pandemic. In addition, this

study also found that there was a significant

relationship between learning agility and academic

self-efficacy in junior high school students during the

COVID-19 pandemic. Thus, it can be concluded that

the hypotheses (both H1 and H2) in this study are all

accepted. This study shows that the more students are

able to manage their emotions well and have an open

attitude to new things, the more students' confidence

will be in completing assignments from online

learning during the covid-19.

Suggestions for further research is to examine

other factors that can affect academic self-efficacy

apart from the factors discussed in this study.

Suggestions for junior high school students are to

have the right emotion regulation strategies and

learn to have an open attitude to learn new things.

This is because if junior high school students are too

anxious and have unstable emotions, it will make it

difficult for junior high school students to adapt to

new learning styles that are carried out online during

the covid-19 pandemic. Junior high school students

also need to have an open mind to always learn new

things because someday in the future there will be

many new things to learn as they grow older and

adaptation to new learning styles done online is the

first step.

ACKNOWLEDGEMENT

This research was made possible thanks to the

support from Universitas Bunda Mulia which

provided funding for this research to be carried out

The Correlation of Emotion Regulation and Learning Agility on the Academic Self-efﬁcacy Level of Junior High School Students during the

Covid-19 Pandemic

and the researcher is also grateful to research

colleagues in the psychology department who helped

provide input in the implementation of this research.

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