Hasil Pencarian  ::  Simpan CSV :: Kembali

"Salah satu penyebab masalah penyesuaian diri yang dialami anak dengan borderline intellectual functioning (BIF) di sekolah adalah disregulasi emosi. Masalah disregulasi emosi anak dengan BIF dipengaruhi oleh hambatan fungsi eksekutif, yaitu dalam hal pengarahan atensi, kemampuan inhibisi, dan working memory. Hambatan ini membatasi kemampuan anak dalam mengidentifikasi emosi, menginterpretasi situasi sosial, serta mengambil keputusan pada situasi sosial, yang merupakan dasar dari kemampuan regulasi emosi. Berbagai penelitian menunjukkan bahwa Dialectical Behavior Therapy (DBT) dapat mengatasi disregulasi emosi pada klien dengan keterbatasan intelektual, termasuk BIF. DBT mengajarkan anak berbagai strategi regulasi emosi melalui hal-hal konkret, sehingga intervensi ini sesuai bagi anak dengan hambatan kognitif seperti BIF. Penelitian ini merupakan single-subject study yang bertujuan untuk melihat efektivitas pelatihan keterampilan DBT dalam meningkatkan kemampuan regulasi emosi anak dengan BIF di tingkat SD. Modul yang diterapkan telah dimodifikasi sesuai dengan karakteristik anak dengan BIF. Hasil penelitian menunjukkan bahwa pelatihan keterampilan DBT efektif dapat meningkatkan kemampuan regulasi emosi anak dengan BIF di tingkat SD (Z=-2.023, p<0.05, r=-0.64).

---

Emotion dysregulation is one of the main factors that caused school adjustment problem in children with borderline intellectual functioning (BIF). Emotion dysregulation problem in this population is influenced by their limited executive functioning (EF), such as attention, inhibitory control, and working memory. Their lack of EF limited their ability to identify emotions, interpret social cues, and make decisions in social situations.

Dialectical behaviour therapy (DBT) has been shown to effectively increase emotion regulation skills in client with intellectual disability, including BIF. DBT allows children to learn various emotion regulation strategies through concrete experiences, which is suitable for this population. This is a single-case study to examine the effectivity of DBT skills training in increasing emotion regulation skills in children with BIF. Training skills module used in this research had been adapted to suit BIF characteristics.

The result of the study showed that DBT training skills was able to increase emotion regulation skills significantly (Z = -2.023, p < 0.05, r = -0.64)."

"Dalam waktu yang lama mahasiswa telah tercatat sebagai populasi dengan kualitas tidur yang buruk. Disregulasi emosi diketahui berkontribusi pada kualitas tidur yang buruk. Problematic internet use (PIU) muncul sebagai bentuk coping dari disregulasi emosi yang kemudian memperburuk kualitas tidur. Penelitian ini bertujuan untuk mengetahui peran PIU sebagai mediator antara disregulasi emosi dan kualitas tidur. Partisipan berjumlah 141 mahasiswa aktif (68,8% perempuan, M usia = 20,68, SD = 1,509) dan mengisi kuesioner online. Disregulasi emosi diukur menggunakan Difficulties in Emotion Regulation Scale - Short Form (DERS-SF), kualitas tidur diukur menggunakan Pittsburgh Sleep Quality Index (PSQI), dan PIU diukur menggunakan Generalized Problematic Internet Use Scale 2 (GPIUS2). Analisis mediasi menggunakan PROCESS Macro menunjukkan bahwa PIU memediasi hubungan antara disregulasi emosi dan kualitas tidur secara signifikan (ab = 0,022, p < 0,05) dan efek mediasi bersifat partial mediation. Hal ini menunjukkan, semakin tinggi tingkat disregulasi emosi maka akan meningkatkan perilaku PIU sehingga semakin memburuknya kualitas tidur mahasiswa.

---

In the long run, college students have been documented as a population with poor sleep quality. Emotional dysregulation is known to contribute to poor sleep quality. Problematic Internet Use (PIU) emerges as a form of coping with emotional dysregulation, subsequently worsening sleep quality. This study aims to investigate the role of PIU as a mediator between emotional dysregulation and sleep quality. A total of 141 active students (68.8% female, M age = 20.68, SD = 1.509) completed an online questionnaire. Emotional dysregulation was measured using the Difficulties in Emotion Regulation Scale - Short Form (DERS-SF), sleep quality was measured using the Pittsburgh Sleep Quality Index (PSQI), and PIU was measured using the Generalized Problematic Internet Use Scale 2 (GPIUS2). Mediation analysis using the PROCESS Macro indicated that PIU significantly mediated the relationship between emotional dysregulation and sleep quality (ab = 0.022, p < 0.05), and the mediating effect was partial. This suggests that higher levels of emotional dysregulation increase PIU behavior, consequently worsening the sleep quality of students."

"Hubungan antara kesepian dan adiksi smartphone tidak selalu ditemukan berkorelasi secara signifikan. Di sisi lain, Deficient Self-Regulation Model mengajukan disregulasi emosi sebagai mediator dalam hubungan antara adiksi smartphone dan kesepian. Penelitian ini bertujuan untuk menguji kembali hubungan positif antara kesepian dan adiksi smartphone, serta sejauh mana hubungan tersebut dapat dimediasi oleh disregulasi emosi. Sebanyak 158 dewasa muda (69% perempuan; Musia = 21,19, SD = 1,92) diukur menggunakan Smartphone Addiction Scale – Short Version, Revised UCLA Loneliness Scale, dan Brief Version of Difficulties in Emotion Regulation Scale. Hasil analisis korelasi menunjukkan bahwa kesepian berhubungan secara positif dan signifikan dengan adiksi smartphone. Hasil analisis PROCESS simple mediation (Model 4) menunjukkan bahwa hubungan kesepian dan adiksi smartphone dimediasi secara penuh oleh disregulasi emosi. Diskusi mengenai temuan-temuan dalam penelitian ini akan mengangkat peran penting dari disregulasi emosi dalam memahami bagaimana kesepian di kalangan dewasa muda dapat memicu perilaku adiksi smartphone dan berbagai dampak negatif yang mengikutinya.

---

According to previous findings, the relationship between loneliness and smartphone addiction did not always show significant correlation. On the other hand, the Deficient Self-Regulation Model proposes emotional dysregulation as a mediator between loneliness and smartphone addiction. This study aimed to re-examine the positive relationship between loneliness and smartphone addiction and explore the extent to which emotional dysregulation mediates this relationship. A total of 158 Indonesian young adults (69% female; Musia=21,19, SD=1,92) were measured using the Smartphone Addiction Scale – Short Version, the Revised UCLA Loneliness Scale to assess loneliness, and the Brief Version of Difficulties in Emotion Regulation Scale. Results of the correlation analysis indicated a positive and significant relationship between loneliness and smartphone addiction. Notably, the findings of the PROCESS simple mediation analysis (Model 4) revealed that the relationship between loneliness and PSU is fully mediated by emotional dysregulation. The discussion of the current study's findings will emphasize the vital role ofemotional dysregulation in understanding how loneliness among young adults can trigger smartphone addiction and subsequent negative consequences."

"Media sosial saat ini tercatat sebagai media yang paling banyak digunakan oleh Masyarakat Indonesia. Mahasiswa, yang diketahui termasuk sebagai kelompok yang paling banyak menghabiskan waktu di media sosial, menjadi kelompok yang rentan mengembangkan penggunaan media sosial bermasalah atau dikenal dengan istilah problematic social media use (PSMU). Disregulasi emosi, yakni kesulitan dalam meregulasi emosi secara efektif diketahui berkorelasi positif dengan PSMU. Pada mahasiswa, self-esteem juga ditemukan berhubungan negatif dengan disregulasi emosi dan PSMU. Penelitian ini bertujuan untuk mengetahui peran self-esteem sebagai mediator antara disregulasi emosi dan PSMU. Partisipan sejumlah 357 mahasiswa aktif (86% perempuan, M usia = 20.9, SD = 1.72). Disregulasi emosi diukur menggunakan Brief Version of Difficulties in Emotion Regulation Scale (DERS-16), self-esteem diukur menggunakan Rosenberg Self-Esteem Scale (RSES), dan PSMU diukur dengan Bergen Social Media Addiction Scale (BSMAS). Berdasarkan hasil analisis mediasi menggunakan PROCESS Hayes, disregulasi emosi secara signifikan memprediksi PSMU secara langsung (β = 0,146, p < 0,001) dan memprediksi self-esteem secara negatif (β = -0,282, p < 0,001). Namun, self-esteem tidak memprediksi PSMU secara signifikan (β = -0,040, p = 0,324) dan efek mediasi ditemukan tidak signifikan (β = 0,011, p > 0,05). Temuan ini menunjukkan bahwa hubungan antara disregulasi emosi dan PSMU bersifat langsung, tanpa dimediasi oleh self-esteem.

---

Social media is currently recorded as the most widely used medium by the Indonesian population. University students, who are known to be among the groups that spend the most time on social media, are particularly vulnerable to developing problematic social media use (PSMU). Emotion dysregulation—defined as difficulty in regulating emotions effectively—has been found to be positively correlated with PSMU. Among university students, self-esteem is also negatively associated with both emotion dysregulation and PSMU. This study aimed to examine the role of self-esteem as a mediator between emotion dysregulation and PSMU. Participants were 357 active university students (86% female, M age = 20.9, SD = 1.72). Emotion dysregulation was measured using the Brief Version of the Difficulties in Emotion Regulation Scale (DERS-16), self-esteem was measured using the Rosenberg Self-Esteem Scale (RSES), and PSMU was measured using the Bergen Social Media Addiction Scale (BSMAS). Mediation analysis using Hayes' PROCESS showed that emotion dysregulation significantly predicted PSMU directly (β = 0.146, p < .001) and negatively predicted self-esteem (β = -0.282, p < .001). However, self-esteem did not significantly predict PSMU (β = -0.040, p = .324), resulting in a non-significant mediation effect (β = 0.011, p > .05). These findings suggest that the relationship between emotion dysregulation and PSMU is direct and not mediated by self-esteem."