When Anxiety Is No Longer an Obstacle: Optimizing the Role of Cognitive Reappraisal as a Strategy for Enhancing Self-Regulated Learning
DOI:
https://doi.org/10.30872/yrg0e918Keywords:
Cognitive Reappraisal, Self-Regulated Learning, Academic AnxietyAbstract
Every individual has an obligation and responsibility to pursue higher education at the university level. However, in reality, not everything goes smoothly. This process gives rise to new problems, such as academic anxiety experienced by students while pursuing their bachelor’s degrees. Therefore, this study was conducted to examine the effect of cognitive reappraisal on self-regulated learning among young adults aged 18–25 who experience academic anxiety. The study involved 218 young adult participants aged 18–25. The research method used was a quantitative approach with purposive sampling. The Emotional Regulation Questionnaire (ERQ) and the Academic Self-Regulated Learning Questionnaire (ASRLQ) were used as measurement scales. The results showed that the p-value was < 0.05 (0.00 < 0.05), indicating that cognitive reappraisal influences self-regulated learning. However, after conducting a partial correlation test, the influence between the two variables decreased. This is because cognitive reappraisal and self-regulated learning do not have a direct effect on each other; rather, other factors, such as self-efficacy and self-attribution, influence both variables.
Setiap individu memiliki kewajiban dan tanggung jawab untuk menempuh pendidikan lanjut di bangku universitas. Namun, pada nyatanya tidak semua proses berjalan dengan lancar. Proses ini menimbulkan permasalahan baru seperti kecemasan akademik yang dialami oleh mahasiswa selama menjalani proses menyelesaikan gelar sarjana. Oleh karena itu, penelitian ini dilakukan untuk mengetahui pengaruh cognitive reappraisal terhadap self-regulated learning pada dewasa awal usia 18-25 tahun yang mengalami kecemasan akademik. Penelitian ini dilakukan pada 218 partisipan dewasa awal yang berusia 18-25 tahun. Metode penelitian ini yang digunakan adalah metode penelitian kuantitatif dengan teknik purposive sampling. Emotional Regulation Questionnaire (ERQ) dan Academic Self-Regulated Learning Questionnaire (ASRLQ) digunakan sebagai skalanya. Hasil penelitian menunjukkan bahwa nilai p < 0.05 (0.00 < 0.05) sehingga dapat dinyatakan bahwa cognitive reappraisal berpengaruh terhadap self-regulated learning. Namun, setelah dilakukan uji korelasi parsial, terdapat penurunan pengaruh antar kedua variabel. Hal ini disebabkan karena cognitive reappraisal dan self-regulated learning tidak semata-mata langsung berpengaruh, namun terdapat faktor lain, seperti efikasi diri dan atribusi diri yang memengaruhi kedua variabel tersebut.
References
Fitri, N. A. & Nurmina (2026). The relationship between emotional regulation and anxiety levels in early adult women in long distrance marriage. Indonesian Counseling and Psychology, 6(2), 77-87. DOI : 10.24114/icp
Anazifa, R. D., Limiansi, K., & Pratama, A. T. (2023). Students’ Self-Regulated Learning based on Gender and Disciplinary Differences during Online Learning. Journal of Science Education Research, 7(1), 39–45. https://doi.org/10.21831/jser.v7i1.58174
Atta MHR, El-Ashry AM, Abd El-Gawad Mousa M. The effects of mindfulness-based techniques on self-rumination, cognitive reappraisal and expressive suppression among patients with major depression: a nursing perspective. J Res Nurs. 2024 Aug;29(4-5):366-385. doi: 10.1177/17449871241252011. Epub 2024 Sep 9. PMID: 39291234; PMCID: PMC11403989.
Azwar. (2001). DasarDasarMetlitoriginal.
Baisanne, O. (2026). Gender differences and key predictors of self-regulated learning. World Journal of Arts, Education and Literature, 3(4), 3049-0766. https://doi.org/10.65336/WJAEL.2026.3402
Boruchovitch, E., Bzuneck, J. A., Góes, N. M., Acee, T. W., & Pellisson, S. (2022). Academic anxiety: relationships with motivation and attitudes toward learning among brazilian university students. In Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers (pp. 67–80). Springer International Publishing. https://doi.org/10.1007/978-3-031-12737-3_5
Brockbank, R. B., & Feldon, D. F. (2024). Cognitive reappraisal: the bridge between cognitive load and emotion. Education Sciences, 14(8). https://doi.org/10.3390/educsci14080870
Cassady, J. C., Pierson, E. E., & Starling, J. M. (2019). Predicting student depression with measures of general and academic anxieties. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00011
Du H, Liu Y and Sun J (2025) Psychological resilience and music performance anxiety: exploring mediators and sex differences in Chinese choir members. Front. Psychol. 16:1703571. doi: 10.3389/fpsyg.2025.1703571
Firmansyah, Q. D., Qorahman, W., Wayan, N., Ningtyas, R., Borneo, S., Medika, C., & Bun, P. (2021). Hubungan kecemasan dengan kualitas tidur mahasiswa dalam penyelesaian tugas akhir di sekolah tinggi ilmu kesehatan borneo cendekia medika. In Jurnal Borneo Cendekia, 5(2), 148-157. https://journal.stikesborneocendekiamedika.ac.id/index.php/jbc/article/view/253
Firnando, J., Suhesty, A., Muntai, J. M., Kelua, G., Samarinda Ulu, K., & Samarinda, K. (2024). Kecemasan Akademik Pada Mahasiswa Ditinjau Dari Impostor Syndrome. Jurnal Pendidikan, 22, 177–192. https://doi.org/10.31571/edukasi.v21i1.7509
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Herawati, I., Makhmudah, U., Suryawati, C.T. (2023). Hubungan antara Self-regulated Learning dengan Kecemasan Akademik pada Peserta Didik. Jurnal Psikoedukasi dan Konseling. 7 (1) 1-8. https://doi.org.10.20961/jpk.v7i1.72479
Humaira, A., Rizqullah, S., & Digdayani, R. P. (2024). Penilaian ulang kognitif (cognitive reappraisal) dalam islam: strategi mengubah emosi negatif menjadi positif melalui penafsiran spiritual. JIPKM : Jurnal Ilmiah Psikologi Dan Kesehatan Masyarakat, 1(3). https://jipkm.com/index.php/jipkm
Khawar, R., Attia, S., Zulfqar, A., & Hussain, S. (2023). Self-regulation and cognitive emotion regulation among adolescents. Pakistan Journal of Humanities and Social Sciences, 11(2), 2047–2055. https://doi.org/10.52131/pjhss.2023.1102.0500
Losenno, K. M. , M. K. R. , M. B. , D. C. A. , & P. N. E. (2020). The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation. Contemporary Educational Psychology, 61. https://doi.org/10.1016/J.CEDPSYCH.2020.101869
Lourenço, A., Paiva, M. O., & Valente, S. (2025). The dynamics of self-regulated learning and emotional regulation in the educational path: a theoretical review. Creative Education, 16(05), 632–650. https://doi.org/10.4236/ce.2025.165039
Masnia, Abas, M., & Ambar Pambudhi, Y. (2022). Kecemasan Akademik dan Self-Regulated Learning pada Mahasiswa. Jurnal Sublimapsi, 3(3), 191-200.
Maulidiyah, E. F., Hidayah, M., Sholikhah, A., & Rasyada, D. A. (2024). Peran self regulated learning dalam meningkatkan prestasi akademik pada mahasiswa the role of self regulated learning in improving academic achievement in students. Character Jurnal Penelitian Psikologi, 11(02), 996–1008. https://doi.org/10.26740/cjpp.v11n2.p996-1008
McRae, K. (2016). Cognitive emotion regulation: a review of theory and scientific findings. Current Opinion in Behavioral Sciences, 10, 119–124. https://doi.org/10.1016/j.cobeha.2016.06.004
Nabiila, A., & Faisal Mustofa, R. (2020). korelasi antara kecerdasan emosional dengan self regulated learning di sma negeri 1 kota tasikmalaya. Jurnal Pendidikan Biologi, Bioedukasi. https://doi.org/10.24127/bioedukasi.v11i1.2816
Novitria, F., & Khoirunnisa, R. N. (2022). Perbedaan kecemasan akademik pada mahasiswa baru jurusan psikologi ditinjau dari jenis kelamin. Character Jurnal Penelitian Psikologi, 9(1), 11–20. https://doi.org/10.26740/cjpp.v9i1.44550
Pebriani, F., Ferry, D., & Qadariah, N. (2024). Analisis tingkat kecemasan akademik mahasiswa dalam memilih tugas akhir artikel ilmiah. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 14(3). https://doi.org/10.23887/jppii.v14i3.85575
Peistaraite, U., & Clark, T. (2020). Emotion regulation processes can benefit self-regulated learning in classical musicians. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.568760
Perchtold, C. M., Papousek, I., Fink, A., Weber, H., Rominger, C., & Weiss, E. M. (2019). Gender differences in generating cognitive reappraisal for threatening situations: Reappraisal capacity shields againt depressive symptoms in men, but not women. Front. Psychol. 10:553. https://doi.org/10.3389/fpsyg.2019.00553
Rahayuningsih, S., Hasbi, M., Mulyati, M., & Nurhusain, M. (2021). The effect of self-regulated learning on students’ problem-solving abilities. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 927–939. https://doi.org/10.24127/ajpm.v10i2.3538
Ramos-Galarza, C., Obregon, J., Lape-Martinez, N., Valle, M. D., Guerrero-Tates, B., & Cruz-Cardenas, J. (2025). Cognitive and emotional predictors of self-regulated learning: a structural model based on excecutive functions, learning strategies, and sense of coherence. International Journal of Educational Research Open, 9. https://doi.org/10.1016/j.ijedro.2025.100528
Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24, 116–129. https://doi.org/10.1016/j.edurev.2018.03.004
Watt, T., Ceballos, N., Kim, S., Pan, X., & Sharma, S. (2020). The unique nature of depression and anxiety among college students with adverse childhood experiences. Journal of Child and Adolescent Trauma, 13(2), 163–172. https://doi.org/10.1007/s40653-019-00270-4
Webster, E. A., & Hadwin, A. F. (2015). Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective. Educational Psychology, 35(7), 794–818. https://doi.org/10.1080/01443410.2014.895292
Wulanndari, N. I., Gunardi, S., & Yuliza, E. (2024). Hubungan self-talk dan dukungan sosial terhadap tingkat kecemasan menyusun skripsi pada mahasiswa keperawatan semester akhir universitas indonesia maju jakarta tahun 2023. Vitalitas Medis : Jurnal Kesehatan Dan Kedokteran, 1(3), 01–12. https://doi.org/10.62383/vimed.v1i3.129
Zeng W, Wu X, Xu Y, Wu J, Zeng Y, Shao J, Huang D and Zhu Z (2021) The Impact of General Self-Efficacy on Psychological Resilience During the COVID-19 Pandemic: The Mediating Role of Posttraumatic Growth and the Moderating Role of Deliberate Rumination. Front. Psychol. 12:684354. doi: 10.3389/fpsyg.2021.684354
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. DOI: 10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Psikoborneo: Jurnal Ilmiah Psikologi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
