Who Regulates Better? Emotional Regulation Across Gender

and School Grades

Mharchelya, Rezki Hariko

and Zadrian Ardi

Department of Guidance and Counseling, Universitas Negeri Padang, West Sumatera, Padang City, Indonesia

Keywords: Emotional Regulation, Students, Aggression, Guidance and Counselling.

Abstract: Recent research data shows that adolescents often experience poor emotional health. This study aims to

describe the emotional regulation of students at SMAN 10 Padang. This study employs a quantitative

approach with a descriptive comparative method. Two hundred and ninety students at SMAN 10 Padang were

selected using proportional random sampling for the study in the 2022/2023 academic year. Data were

collected using the Student Emotional Regulation Scale, developed based on the Likert scale model. The data

were analyzed descriptively and then subjected to a two-way ANOVA test using JASP (Jeffreys's Amazing

Statistics Program) software. The results indicate that students' emotional regulation at SMAN 10 Padang is

moderate overall. This suggests that students at SMAN 10 Padang require intervention to improve their

emotional regulation. Furthermore, the difference test showed that there were differences in emotional

regulation levels between grades X, XI, and XII; no significant differences were found between males' and

females' emotional regulation overall; and a significant interaction was found between grade and gender on

emotional regulation (p=.027). This suggests that gender's influence on emotional regulation varies by grade

level. The discussion focuses on the overall state of emotional regulation and the diversity of levels among

Grade XI students, as well as the implications for guidance and counseling.

1 INTRODUCTION

According to Santrock, (2007), adolescence begins at

age 12 and ends at age 18 or 22. It is a period of

identity formation characterized by significant

changes. Adolescence is a period of significant

change, involving biological, cognitive, social-

emotional, hormonal, and psychophysiological

developments (Coret et al., 2022; Dumar et al., 2023;

Ellis & Sidebotham, 2023; Parfanovych et al., 2022;

Wardani & Asih, 2022). During this period, one is

actively searching for oneself and experiences

emotional fluctuations (Gregorová et al., 2024;

Schweizer et al., 2020). During the exploration

period, adolescents establish an identity that can be

connected to their cognitive processes (Hurlock,

1991; RD, 2020). This period is characterized by

significant changes in adolescent interactions, which

are driven by a desire to explore and form their

identities.

https://orcid.org/0000-0001-7862-7856

https://orcid.org/0000-0003-0715-6561

Adolescence is a time when individuals are

vulnerable to emotional problems. According to

World Health Organization, (2024) data from 2024,

around 10-20% of adolescents worldwide experience

mental health issues, including emotional disorders.

According to data from the Centers for Disease

Control and Prevention (CDC), (2021) more than

42% of US adolescents experience significant

emotional problems, such as constant feelings of

sadness or hopelessness, and 29% experience poor

mental health and emotional conditions. Furthermore,

Indonesian adolescents are not too different from

adolescents in other countries. In Indonesia, 9.9% of

adolescents over the age of 15, or 706,689 people,

have emotional disorders (Riskesdas, 2018). Based

on these data, emotional factors appear to play a role

in individuals' mental health conditions. Peterle et al.,

(2022) found that the prevalence of emotional and

behavioral problems was 61.17%. Furthermore, the

study found that emotional symptoms had the highest

prevalence at 52.40%. Adolescents experience

Mharchelya, , Hariko, R. and Ardi, Z.

Who Regulates Better? Emotional Regulation Across Gender and School Grades.

DOI: 10.5220/0014071100004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 131-140

ISBN: 978-989-758-788-7; ISSN: 3051-7702

131

increased loneliness, anxiety, and sadness. They

distance themselves from friends and have difficulty

socializing. Additionally, Agustin & Oshinta, (2023)

research shows a relationship between emotional

regulation and bullying behavior tendencies in

vocational students. Similarly, Sari et al., (2023)

found that poor emotional regulation skills in

teenagers are also caused by a relationship between

self-control and bullying behavior. Next, Shtiwi,

(2023) research revealed that information identity

style is positively related to emotion regulation in

adolescents. Based on the above explanations,

emotional problems in adolescents are prevalent and

affect mental health and social behavior. Therefore,

emotion regulation is an important aspect to consider

when developing interventions for adolescents.

Adolescents around the world face many

challenges, ranging from social and economic

constraints to health problems and psychological

stress. They also experience challenges at school, at

home, and with peers that can significantly impact

their development, such as psychosocial disorders,

juvenile delinquency, and aggressive behavior (Bhat

et al., 2020; Kweon, 2023). Ideally, adolescents are

able to regulate and control their emotions during this

time. This ability is called emotion regulation (Gross

& Fortd, 2024). Emotion regulation is defined as the

ability to control one's emotions (Kim et al., 2024).

Various factors affecting adolescent emotion

regulation include age, physiology, parenting, and

relationships with peers (Novita, 2022; Widyadari &

Fitriani, 2023). These factors influence the cognitive

understanding of emotional expression rules during

adolescence (Yin, 2024). The ability to regulate

emotions is essential for adolescents to face life's

challenges effectively. It is important not only for

mental health but also for building positive

relationships with others (Ivcevic & Eggers, 2021;

Parry et al., 2021; Waizman et al., 2023). Teenagers

who can regulate their emotions tend to be more

popular and better at interacting with friends. They

also tend to have better academic grades and

emotional intelligence (Gross & Fortd, 2024; R. E.

Susanti, Firman & Daharnis 2021). The ability to

manage, control, and regulate one's emotions is

important for various aspects of life. This allows

individuals to live better, more balanced lives.

Based on the described phenomenon, it can

be concluded that low emotional regulation ability in

adolescents is a crucial factor that can trigger

interpersonal conflicts, hinder social adaptation

processes, and increase the risk of psychological

disorders in everyday life. Therefore, assistance from

an expert is necessary, whether through classical,

individual, group, or collaborative strategies.

Counselors can help students overcome their

problems by implementing guidance and counseling

(GC) services at school. BK is a professional service

organized within educational units that includes

program components, service areas, activities, and

service time allocations. BK services in schools are

used to address learning, personal, social, and career

issues (Firman, Karneli & Hariko, 2018). This study

aims to describe students' emotion regulation and

review comparative differences between males and

females, as well as between grade levels, related to

emotion regulation at SMAN 10 Padang.

2 RESEARCH METHOD

The respondents were 290 students (R age = 15-18

years; female = 168 students) were surveyed from a

population of 1,046 students at SMAN 10 Padang

during the 2022/2023 academic year. The study used

a quantitative approach with a comparative

descriptive method. The sample size was determined

using the Slovin formula (e=5%). Data were collected

using the Student Emotion Regulation Scale which

was prepared based on the Likert scale model. The

data were analyzed descriptively, then continued with

a two-way ANOVA test using Jeffreys's Amazing

Statistics Program (JASP) software to obtain a more

comprehensive and accurate interpretation of the

variables studied.

3 RESULT AND DISCUSSION

3.1 Result

The distribution of respondents' scores based on

emotion regulation research is summarized in Table 1

below.

Table 1: Frequency Distribution of Emotion Regulation

(n=290).

Category

Interval

f % f

Score % Score

Very High 131-155 84 - 100 26 8.97

High 106-130 68 - 83 86 29,66

Medium 81-105 52 - 67 95 32,76

Low 56-80 36 - 51 67 23,10

Very Low 31-55 20 - 35 16 5,52

Amount 290 100

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Based on Table 1, it can be explained that the

largest percentage of respondents' answer scores is in

the medium category (32.76%). However, there are

respondents' answer scores that are in the low

(23.10%) and very low (5.52%) categories.

Meanwhile, there are respondents' answer scores that

are already in the high (29.66%) and very high

(8.97%) categories. Based on these data, it can be

concluded that the distribution of emotional

regulation data of SMAN 10 Padang students is

dominantly in the moderate category.

In order to draw descriptive conclusions about the

picture of emotional regulation of students of SMAN

10 Padang, in Table 2 below is presented the value of

one of the coefficients of the tendency of data

centering (mean) and data distribution (standard

deviation), both for the variable (overall) and the sub-

variable of emotional regulation.

Table 2: Student’s Emotion Regulation (n=290).

Sub

Variabel

Skor

Total Avrg % average Cat.

1 Strate

ies 4499 15.51 62.06 Mediu

2 Goals 7920 27.31 60.69 Mediu

3 Im

ulse 8982 30.97 61.94 Mediu

cceptance 6561 22.62 64.64 Mediu

Total 27962 96.42 62.21 Medium

According to Table 2, students at SMAN 10 Padang

are in the moderate/medium category (x

= 32.76%).

A review of each of the other emotional regulation

sub-variables is in the moderate category. In

descending order from the lowest value, the

percentages of each sub-variable are as follows: goal

aspect (60.69%), emotional response control

(61.94%), strategy (62.06%), and emotional response

acceptance (64.64%). These results indicate that

students do not yet have good emotional regulation

because they are still in the moderate category. This

condition requires serious attention and optimization

of emotional regulation improvement so that students

can live better lives.

Table 3: Assumption Test Results (Descriptive).

Descriptive Statistics Emotion Re

ulation

Vali

290

Missing 0

Mean 96.421

Std. Deviation 23.804

Sha

iro-Wil

0.985

P-value of Shapiro-Wil

0.004

Minimu

40.000

Maximu

145.000

Furthermore, normality and homogeneity tests

were performed on the research assumptions using

JASP 0.18.1.0 software.

The Shapiro-Wilk normality test was conducted

to determine if the obtained data were normally

distributed (Lusiana & Mahmudi, 2021). The

homogeneity test was used to determine if the

obtained research data had the same variance

(Mulyana et al., 2020). After conducting the

normality assumption test using JASP software

version 0.18.1.0, the researcher found that the data

were normally distributed. Since there were more

than one hundred respondents, the Shapiro-Wilk

value of 0.985 can be considered normal (Azwar,

2017).

Figure 1: Descriptive Test Results in Table Form.

Furthermore, the histogram of emotional regulation

(ER) data for students at SMA N 10 Padang, shown

in the graph above, indicates that the curve is close to

normal distribution. This is indicated by a bell-shaped

curve, which has a peak in the middle and is relatively

symmetrical on the right and left sides. Most values

fall within the range of 80 to 120, suggesting that

most students have moderate to high levels of

emotional regulation. There are no extreme spikes or

significant deviations; therefore, it can be assumed

that the data does not contain outliers that could

interfere with the assumption of normality. Thus,

visually, this ER data meets the assumption of

normality.

In addition to examining the descriptive table, the

researcher analyzed the data using a plot graph.

Figure 2 below shows a more detailed presentation.

As can be seen, most of the data points lie along

the diagonal line, indicating that the residual

distribution is nearly normal. Though there are slight

deviations at the ends (lower and upper tails), the

overall pattern aligns well with the theoretical normal

line. Therefore, the assumption of residual normality

is satisfied.

Who Regulates Better? Emotional Regulation Across Gender and School Grades

133

Figure 2: Assumption Test Results (Distribution Plot).

Based on the results of the variance homogeneity test

using Levene's test, an F-value of 1.592 was obtained,

with degrees of freedom of df1 = 5 and df2 = 284 and

a p-value of 0.162. Since p > 0.05, there is no

significant difference in variance between groups.

Therefore, the data in this study meet the assumption

of homogeneity of variance. This indicates that the

variance of emotional regulation is uniform or

equivalent between groups based on gender (male and

female) and grade level (X, XI, and XII). The results

of the homogeneity test are presented in more detail

in Table 4 below.

Table 4: Homogeneity Test.

Test for Equality of Variances (Levene's)

F df1 df2 p

1.592 5.000 284.000 0.162

Next, we tested the hypothesis by performing a two-

way ANOVA analysis to examine differences in

emotional regulation levels among adolescents based

on gender and grade level. We performed the two-

way ANOVA analysis using JASP software, version

0.18.1.0. The results of the test are presented in Table

5 below.

Table 5: Hypothesis Test Two Way Anova.

Cases Sum of

Squares

df Mean

Square

F p ω²ₚ

Class 12431.033 2 6215.516 11.849 < .001 0.070

Gende

126.370 1 126.370 0.241 0.624 0.000

Class

✻

Gende

3856.124 2 1928.062 3.675 0.027 0.018

Residua

148980.29

284 524.579 11.849 <.001 0.070

The results of the two-way ANOVA analysis

showed that the significance value of emotional

regulation in the class range was p < .001, indicating

a difference in emotional regulation levels between

classes X, XI, and XII. Next, the researcher examined

the level of emotional regulation in relation to gender

and found that the demographic factor was not

significant for male and female adolescents (p =

0.624). This means that there is no significant

difference in overall RE values between males and

females. However, the differences in values between

males and females vary by class. The effect of class

(X, XI, and XII) on values varies by gender.

Furthermore, the interaction between gender and

class (p = .027) indicates a significant interaction

between class and gender in regard to emotional

regulation. This suggests that gender's influence on

emotional regulation varies by class. In other words,

the effect of gender on emotional regulation scores

varies by class. Figure 2 presents Raincloud Plots

divided by gender and class level to illustrate these

differences.

Based on the raincloud plots in Figure 2, Class X

shows that most students have moderate levels of

emotional regulation. Class XI shows greater

diversity in students' emotional regulation abilities.

Some students have high emotional regulation

abilities, while others have low abilities. Class XII

shows that most students have low emotional

regulation. This indicates that they have difficulty

managing and expressing their emotions in adaptive

ways.

Grade 10

Grade 11

Grade 12

Figure 2: Raincloud Plots Two-Way ANOVA Test.

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134

Of course, this finding is contrary to the research

hypothesis, and the results of the analysis also

contradict previous studies that prove that emotional

regulation differs between male and female

adolescent (Ratnasari & Suleeman, 2017). However,

the researchers' results are in line with those of a

previous study (Maharani Swastika & Prastuti, 2021),

which also showed no differences in levels between

male and female adolescents. This finding is

significant because previous studies have indicated

that demographic variables, such as gender, influence

an individual's ability to regulate emotions

(Hasmarlin & Hirmaningsih, 2019; Mulyana et al.,

2020; Ratnasari & Suleeman, 2017).

3.2 Discussion

Emotional regulation is the ability to manage one's

own emotions (Gross & Fortd, 2024). It refers to how

and when a person controls their emotions (Kim et al.,

2024). Adolescents with good emotional regulation

skills tend to cope better with stress, resolve conflicts

more easily, and improve their overall well-being

(Ivcevic & Eggers, 2021). In other words, effective

emotional regulation is important for maintaining

mental balance, fostering healthy interpersonal

relationships, and developing the ability to face life's

challenges. Adolescents have opportunities to grow

socially, emotionally, and in terms of their

personalities, relationships, and interactions with

peers (Hashmi & Fayyaz, 2022). These experiences

enhance their understanding of emotions, empathy,

and social skills, which are important for adolescent

personal and social development (Tcharkhalashvili,

2023).

The results of the descriptive analysis of

emotional regulation among students at SMAN 10

Padang were generally in the moderate category. This

finding suggests that the majority of students lack the

capacity to effectively regulate their emotions. As

indicated by the findings in the 11th grade, a greater

degree of heterogeneity was observed in the students'

emotional regulation levels. This diversity is

indicative of variations in the levels of emotional

control, self-awareness, and coping strategies among

students (Reynard et al., 2022; Silvers, 2022). The

eleventh grade is distinguished by mounting

academic pressure, intensive exam preparation, and

the transition to a more advanced level of education.

These factors have been shown to exert a substantial

influence on emotional well-being. Furthermore,

students in the eleventh grade encounter augmented

academic obligations. These students often face more

intricate learning demands, including final exam

preparation and participation in the National Science

Olympiad (OSN), which can result in a notable

escalation in academic pressure. This pressure can

trigger stress and difficulties in regulating emotions if

coping strategies are inadequate (Khan & Jameel,

2024).

In addition to academic factors, another

significant cause is psychosocial changes during

adolescence, including feelings of being a "senior"

that trigger a need for validation from peers and

teachers (Khan & Jameel, 2024; McRae & Gross,

2020). The attainment of senior status engenders an

augmentation of social pressure and intricate

academic expectations. As students reach their senior

year of high school, they often experience heightened

feelings of surveillance and expectations. This need

for validation has the potential to disrupt emotional

well-being due to an excessive reliance on external

responses (McRae & Gross, 2020). Research has

demonstrated that fragile self-esteem can precipitate

more profound emotional responses when validation

is not received (Tanjung Mutia & Sukmawati, 2019).

This phenomenon exerts a significant influence on the

selection of regulatory strategies, prompting a choice

between adaptive and maladaptive approaches.

However, students' emotional conditions can also

be supported by protective factors such as social

support from the school environment. This is possible

because one of the factors that supports good

emotional regulation in students is social support

from the school environment, including support from

teachers, peers, and school staff. The social support

provided to students plays an important role in

helping them develop good emotional regulation

(Kartikasari et al., 2022; Nurfarhanah et al., 2022;

Vienlentia, 2021). The social-emotional growth of

adolescents can be observed through parental support

factors, as well as school environment factors in

helping to improve social interaction skills and

emotional regulation abilities in adolescents

(Rachman et al., 2023). This means that during

adolescence, the aspects that develop significantly are

social and emotional development. Enhancing the

ability to regulate positive emotions in adolescents

can lead to improved academic performance,

relationship quality, and overall affective well-being

outcomes (Ivcevic & Eggers, 2021).

The findings presented above, supported by

research results, indicate that factors influencing an

individual's emotional regulation are influenced by

parenting style, emotional support, peers, including

age and gender. These findings are consistent with the

research conducted by (Zheng, 2023) , which states

that parenting style and emotional support influence

Who Regulates Better? Emotional Regulation Across Gender and School Grades

135

emotional regulation ability. Furthermore, the study

by (Nuralfiah et al., 2024) revealed that factors

influencing an individual's emotional regulation

originate from internal factors such as self-control

and external factors such as family predictors and

environmental context. Additionally, (Putri et al.,

2023) demonstrated that social support at school,

including teachers' active involvement in guiding

students, significantly contributes to students'

emotional regulation abilities. This is because a

positive and supportive school environment allows

students to feel safe and emotionally supported,

facilitating their ability to manage emotions. Families

also play an important role in the development of

students' emotional regulation (Syakarofath, 2022).

Positive parenting, where parents provide emotional

attention and support, provides a strong foundation

for students to manage their emotions at school. This

indicates that if someone is surrounded by close

people with positive and supportive support, it will

have an impact on their emotional level. In line with

this, emotional regulation is associated with better

adjustment in psychologically healthy adolescents

(Gross, 2007; Gross & Fortd, 2024). For example,

emotional regulation skills in healthy adolescents are

associated with higher social competence, more

prosocial behavior, better academic achievement, and

higher self-esteem.

In addition, there are still students who do not

have the ability or experience difficulties in

controlling their emotions, so that student emotional

regulation is still found to be in the low or even very

low category. There are several factors contributing

to low emotional regulation in students, including

physiological and psychological changes during

adolescence. Adolescence is a transitional period

marked by significant changes, both physically and

psychologically. The significant hormonal changes

during this period often lead to intense emotional

fluctuations (Batubara, 2016; Hurlock, 1991). As a

result of these changes, adolescents who are unable to

manage or regulate their emotions tend to exhibit

negative behaviors and may engage in aggressive

behaviors (Febriani & Hariko, 2023; M. E. Putri et al.,

2020) Aggressive behavior emerges as a consequence

of impaired emotional regulation in adolescents. A

notable instance of this phenomenon is cyberbullying,

which refers to online harassment of individuals

(Marneta & Sukmawati, 2021; Putryani et al., 2021;

Saputri & Ilyas, 2020).

The ability to regulate emotions proficiently is of

paramount importance for all individuals. Emotional

regulation is a critical factor in adolescents' capacity

to cope with the developmental challenges they

encounter. The capacity to modulate emotions is

indispensable for myriad facets of life, encompassing

academic performance, psychological well-being,

and social interactions (Waizman et al., 2023).

Overall, the ability to manage emotions not only

fosters individual well-being but also enhances

interpersonal relationships in both personal and social

functions (Parry et al., 2021). Consequently, research

(Annisa et al., 2024) has demonstrated a positive

correlation between emotion regulation and self-

efficacy in relation to the academic resilience of

students. Consequently, an elevated capacity for

emotion regulation and self-efficacy among students

is associated with a heightened level of academic

resilience.

In light of the aforementioned conditions, there is

an imperative for comprehensive interventions that

can be implemented by educators in schools,

particularly counselors as providers of guidance and

counseling services. Guidance and counseling

services, when provided to schools, have been shown

to facilitate students' self-understanding and decision-

making processes, enabling them to take ownership

of their choices (Firman, 2009). The provision of

more intensive counseling services and stress

management skills training has been demonstrated to

facilitate the development of more effective

emotional regulation skills in students. A multitude of

counseling services have been identified as potential

mechanisms for enhancing students' emotional

regulation, including individual counseling services

and group counseling services (Latupasjana &

Firman, 2020; Nirwana, 2014; Yunika et al., 2013).

Individual counseling services involve providing

assistance through counseling interviews with an

expert (counselor) to individuals (clients)

experiencing problems, with the aim of resolving

these issues (Prayitno & Amti, 2004). Information

services aim to provide individuals with the

knowledge they need to engage in a particular

activity, set goals or make plans. The purpose of

information services is to provide individuals with

knowledge about themselves and their environment

(Prayitno, 2009; Syukur et al., 2019)

This aligns with research (Nuryono & N

Safinatun, 2023) indicating that individual counseling

is effective in enhancing students' emotional

regulation. It is effective in helping students to

develop better emotional regulation skills by

providing a safe space in which they can openly

discuss their feelings without fear of social

judgement. Those who can control their negative

emotions will be able to live life to the fullest, interact

ICECE 2025 - The International Conference on Early Childhood Education

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well with their surroundings and manage excessive

feelings that arise from within (Zonya & Sano, 2019).

In addition to individual counseling and

information services, group counseling services are

effective in improving student regulation. Group

counseling is more commonly used to address

academic, personal, social, and career issues, as well

as to activate group dynamics to discuss various

topics beneficial for personal development and/or

problem-solving among individual participants in

group activities (Fatmawati et al., 2022; Hariko et al.,

2021, 2023). Group counseling is more efficient as it

can serve many individuals in a shorter time (Corey

et al., 2018; Neukrug, 2016). Groups are an excellent

choice in counseling services to discuss intrapersonal

and interpersonal issues and facilitate positive student

development to create opportunities for change, often

referred to as self-development groups (Berg et al.,

2018; Corey et al., 2014). Groups in counseling

provide a sense of community that shows individuals

they are not alone and that there is hope for creating

a different life, as well as helping adolescents

overcome feelings of isolation.

4 CONCLUSIONS

The results of the descriptive data analysis indicate

that the overall level of emotional regulation among

students at SMAN 10 Padang falls within the

moderate category. This finding suggests that the

majority of students are still at an intermediate stage

in terms of their ability to manage emotions

effectively. The findings from grade XI students

exhibited a higher degree of variability, indicative of

individual differences in emotional control,

emotional awareness, and coping strategies

employed. A comparative analysis revealed

significant differences in the level of emotional

regulation among students in grades X, XI, and XII (p

< 0.001). These findings suggest that the

development of emotional regulation in adolescents

changes as they progress through different

educational levels. Concurrently, no substantial

disparities were observed between male and female

students in general (p = 0.624), indicating that gender

does not significantly contribute to variations in

students' emotional regulation abilities. However, the

results of the interaction test between grade and

gender showed a significant value (p = 0.027),

meaning that the effect of gender on emotional

regulation is not consistent across all grade levels but

is influenced by the developmental context of each

grade level.

The findings of this study demonstrate that, in

general, adolescents' emotional regulation is more

strongly influenced by their grade level than by their

gender. However, the interaction between these two

factors gives rise to specific dynamics that merit

further examination. These findings are significant

because they provide a foundation for the

development of intervention programs or counseling

services that are tailored to grade level and take

gender characteristics into consideration within the

context of adolescent development.

ACKNOWLEDGEMENTS

The authors would like to express their gratitude to all

parties who participated in this study. Additionally,

we extend our profound gratitude to the Head of the

West Sumatra Provincial Education Office, the

principal of SMAN 10 Padang, the school counselors

of SMAN 10 Padang (Mirdayati, S.Pd., Kons., Zul

Emri, S.Pd., Aghnia Sadida, M.Pd., and Riri

Aplirendy, S.Pd.), and the students of SMAN 10

Padang who selflessly contributed their time and

assistance as research respondents throughout the

study.

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