Hubungan Regulasi Emosi terhadap Stres pada Mahasiswa Baru Fakultas Psikologi Universitas Islam Bandung

Abstract. First-year university students undergo a transitional phase characterized by academic demands, social adjustment, and psychological pressures that may trigger stress. Students with limited emotion regulation skills are more vulnerable in coping with these challenges. This study aimed to examine the relationship between emotion regulation and stress among first- year students at the Faculty of Psychology, Universitas Islam Bandung. Using a quantitative correlational design, 154 participants were recruited through convenience sampling. The Difficulties in Emotion Regulation Scale (DERS) and the Student-Life Stress Inventory (SSI) were used as instruments. Data were analyzed with simple regression, showing a significant negative relationship between emotion regulation and stress (p = 0.010), with emotion regulation contributing 29.7% to stress variance. These findings indicate that students with stronger emotion regulation abilities experience lower stress levels. Theoretically, this study contributes to educational psychology literature on protective factors against stress. Practically, it highlights the need for emotional development programs at the university and secondary school levels to help students adapt healthily to academic and social pressures. Abstrak. Mahasiswa baru menghadapi masa transisi dengan tuntutan akademik, adaptasi sosial, dan tekanan psikologis yang dapat memicu stres. Regulasi emosi yang rendah membuat mahasiswa lebih rentan terhadap tantangan tersebut. Penelitian ini bertujuan menguji hubungan antara regulasi emosi dan stres pada mahasiswa baru Fakultas Psikologi Universitas Islam Bandung. Desain penelitian menggunakan pendekatan kuantitatif korelasional dengan 154 partisipan yang diperoleh melalui convenience sampling. Instrumen penelitian meliputi Difficulties in Emotion Regulation Scale (DERS) dan Student-Life Stress Inventory (SSI). Analisis regresi sederhana menunjukkan hubungan negatif signifikan antara regulasi emosi dan stres (p = 0,010), dengan kontribusi 29,7% terhadap varians stres. Hasil ini mengindikasikan bahwa semakin baik regulasi emosi mahasiswa, semakin rendah tingkat stres yang dialami. Secara teoritis, penelitian ini memperkaya kajian psikologi pendidikan mengenai faktor protektif terhadap stres. Secara praktis, temuan ini menekankan pentingnya program pengembangan regulasi emosi untuk mendukung adaptasi sehat mahasiswa baru dalam menghadapi tekanan akademik dan sosial.