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THESIS TILE AND GUIDES THESIS TILE AND GUIDESTHESIS TILE AND GUIDESTHESIS TILE AND GUIDESTHESIS TILE AND GUIDESTHESIS TILE AND GUIDESTHESIS TILE AND GUIDES
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i EMOTIONAL REGULATION OF COLLEGE STUDENTS: BASIS FOR AN INTERVENTION PROGRAM A Thesis Presented to the Faculty of the College of Teacher Education St. John Paul II College of Davao Davao City In Partial Fulfillment of the Requirement for the Degree Bachelor of Elementary Education LOYADELL S. DIGNOS December 2021
ii APPROVAL SHEET This thesis study entitled “EMOTIONAL REGULATION OF COLLEGE STUDENTS: BASIS FOR AN INTERVENTION PROGRAM,” prepared and submitted by LOYADELL S. DIGNOS in partial fulfillment of the requirements for the degree, Bachelor of Elementary Education, has been examined and is hereby recommended for the corresponding oral examination, approval, and acceptance. AMIE P. MATALAM , LPT,MM Adviser COLLEGE OF TEACHER EDUCATION PANEL OF EXAMINERS APPROVED by the College of Teachers Education panel of examiners on Oral Examination with a grade of ________________. ROBERTO T. DIAMANTE, EdD, PhD Chairman KENN BEDRO, LPT Member
Member ACCEPTED in partial fulfillment of the requirements for the degree of Bachelor of Elementary Education. CHARIE LYN L. MALIK, LPT Program Head College of Teacher Education ROBERTO T. DIAMANTE, EdD,Phd AVP- Academics and Research
iv DEDICATION This research is entirely dedicated to my beloved parents, who have been a source of inspiration and gave us strength when I am about to give up, and who continue to provide moral, spiritual, emotional, and financial support. Thank you for sharing your words of wisdom and encouragement to help me finish this study with my sister, relatives, mentor, friends, and classmates. Finally, we dedicated this book to Almighty God, thanking him for his guidance, strength, mental power, protection, and skills and providing us with a healthy life. We provide you with all of these options.
v ABSTRACT The primary purpose of this study was to design an intervention program on Emotional Regulation of college students utilizing descriptive with a quantitative approach. The data were collected through a simple random sampling technique from 30 students engaged in Intervention on Emotional Regulation in Davao City using an adaptive survey questionnaire with a five-point Likert Scale. The statistics were used to find the level of Emotional Regulation. After completing all of the items specified in the tool, the researcher retrieved the survey questionnaire. Data were collected, tabulated, analyzed, and interpreted after being collected. The findings disclosed that the Level of Emotional Regulation is high. Furthermore, an intervention program for the development of students facing emotional disorders with the craft intervention program titled Climbing the ladder of self-control of college students; Foundation for an intervention program. The study discovered that even the most basic level of emotional regulation is required for college students to develop self-control over their emotions. Keywords: Emotional Regulation, Self-Control, Intervention Program
- Statistical Tools viii LIST OF TABLES Table Page 1 Level of Emotional Regulation of College Students ................................ 25 2 Proposed Intervention Scheme on Emotional Regulation of College Student……………………………………………………
Chapter 1 INTRODUCTION Rationale Regulation of emotion refers to how individuals monitor, evaluate, and modify their emotions to control them and how they experience and express them. There is no clear consensus among affect researchers on the best definition of emotion. Emotion has been characterized by much conceptual and definitional confusion. This confusion is due, in part, to the fact that emotion has been studied from a diverse set of disciplinary perspectives, including psychology, neuroscience, sociology, and philosophy. In terms of organization and association with other constructs, emotion is often considered a subset (Artino, 2020). Feelings of stress are a part of everyday life, and the processes involved motivate individuals to react and adapt to external and internal demands. Symptoms of chronic psychological stress are presumably not rare in the general population. Lately, an extensive increase of stress and stress-related problems associated with educational settings has been reported in Sweden, ranging from elementary school to university. Although students face many potential sources of psychological stress, the underlying cause of the massive increase is still unexplained. Emotion regulation has become increasingly popular about understanding differences in psychological functioning, as it is one of the fastest-growing areas within psychology. Emotion regulation involves the selection and application of various strategies that help individuals control the psychological demands of their emotions by regulating which emotions individuals have and how they experience and express those emotions (Isaacs, 2018).
The practice of mindfulness has grown and developed over the past two decades and has its roots in Buddhism. Mindfulness programs have expanded and have become an intervention of choice for stress, anxiety, depression, optimal performance, and enhanced well-being. Mindfulness begins with bringing a certain kind of awareness to the present moment, where the individual can observe the different thoughts, feelings, and sensations as they arise. In bringing attention to one's inner experience, an opportunity for the individual to respond arises with more conscious deliberation. In the Philippines, empirical support for mindfulness is still lacking. Although the popularity of mindfulness practice has gained interest and is well-received, studies on its impact on the lives of Filipinos remain scarce. In particular, there is a need to investigate how mindfulness interventions would help Filipino adolescents, given the arising challenges and concerns observed with the youth in college. Entering college can be an opportunity and a challenge (Centeno & Fernandez, 2020). Suicide is not a new or unusual occurrence these days. Three suicide cases were reported in Davao Region alone on May 20, 2018. The most severe side effect of depression is suicide. Worse yet, suicide is only preventable if depression is adequately addressed and treated, but highly depressed people are frequently left alone and assumed to be "kulang sa pansin" (attention seeker.) The World Health Organization (2017) booklet on mental health states that "suicide is a serious global public health problem that demands our attention but preventing suicide is no easy task." Its prevention, while feasible, involves a whole series of activities, ranging from the provision of the best possible conditions for bringing up our children and young people (involves the family and the community), through accurate and timely assessment of mental disorders and their
adoption and generalization of skills that may increase their effectiveness regarding emotional regulation among college students. Research Objective The primary purpose of the study was to design intervention programs on the emotional regulation of college students. Specifically, this study sought answers to the following objectives.
Review of Related Literature Introduced in this section are the related literature and studies from renowned scholars enveloping the principles, concepts, and findings on the Emotional Regulation of College Students. Emotional Regulation of College Students According to McClelland et al. (2017), Young children who enter school without sufficient social and emotional learning (SEL) skills may have difficulty learning. However, early childhood educators do not get enough training to help children develop such skills effectively. Several interventions are promising, though we need to know more about how and why their results vary for different groups of children. Strategies appear to make interventions more successful. First, many effective SEL interventions include training or professional development for early childhood teachers; some also emphasize building teachers' SEL skills. Second, effective interventions embed direct instruction and practice of targeted skills into daily activities, giving children repeated opportunities to practice SEL skills in different contexts; it is best if these activities grow more complex over time. Third, effective interventions engage children's families so that kids have a chance to work on their SEL skills both at school and at home. Family components may include teaching adults how to help children build SEL skills or teaching adults themselves how to practice and model such skills. Emotion regulation (E.R.) received increasing attention and became one of the most studied topics within the psychological field. Nevertheless, this construct has not been updated with the latest technological advancements. This perspective shows how diverse technologies, such as virtual reality (V.R.), wearable biosensors, smartphones, or
strategy and the success with which they apply the strategies. Cultural differences have been observed concerning the impact and usage of emotion regulation strategies. Despite studies on emotion regulation being in its infancy among East Asian Cultures, a rise in the same has been observed. Emotion regulation is one of the core features of various forms of psychopathology and has been linked to outcomes in mental health (Lavanya et al., 2017). Changing well to the new college environment requires a variegated and flexible set of responses to the changing demands. Students face several new challenges, such as interacting with an unfamiliar physical space, taking on new social roles, and navigating cultural norms. In addition, the curriculum and extracurricular are likely less structured and more variable from day-to-day than what students experienced pre- college. Given the transitional changes, students often experience frustrating or overwhelming setbacks, prompt homesickness, or invite feelings of anger or regret to decide to leave home's familiarity and comfort. These emotional experiences can predict students' academic performance and intentions to drop out. Students likely vary their attempts to modify their emotional experiences that arise from challenges in college. To be most effective, students' emotion regulation tactics must be responsive to changing contextual demands. However, little research has investigated the role of dynamic regulatory emotional processes the variability in how people respond to the ongoing demands of their environment. Emotion regulation variability, the extent to which people vary their emotion regulation strategy across contexts, is thought to have important implications for adjustment (Landa, 2018).
According to Salsabiela et al. (2019), complex emotional, social, and academic adjustment challenges marked college students' transition. They commonly question their relationship, direction of life, and self-worth as college students face a new way of life. In university life, the students certainly have many tasks to do and could make students' emotional problems. The emotional problem can be manifested as psychological distress, somatic distress, anxiety, low self-esteem, and depression. Moreover, it can make the students drop out from the campus. In this condition, emotion regulation strategies can affect the students' dealing with the problem. Adjusting well to the new college life needs a variegated and flexible set of responses to the changing demands. Students face several new challenges, such as interacting with an unfamiliar physical space, taking part in new social roles, and navigating cultural norms in the environment. Given the transitional changes, students often experience frustrating or overwhelming setbacks, prompt homesickness, or invite feelings of anger or regret to decide to leave home's familiarity and comfort. Students likely vary their efforts to compromise their emotional experiences that arise from challenges in college. To be most effective, students' emotion regulation tactics must be responsive to changing contextual demands. Feelings of stress are a part of everyday life, and the processes involved motivate individuals to react and adapt to external and internal demands. However, if the stress is not adequately managed or adequately recovered from, physiological and psychological problems may arise in otherwise healthy and high-performing individuals. Lately, an extensive increase of stress and stress-related problems associated with educational settings had been reported ranging from elementary school to university years. Although students face many potential sources of psychological stress, the underlying cause of the
practices can sometimes feel disconnected from the emotional lives of students (Boyle, 2016). According to Benavides et al. (2020), emotion regulation (E.R.) is the experience and expression of emotions that aids in balancing positive emotions and emotional processing. A significant advancement in psychology is a greater understanding of how treatments can positively influence E.R. One promising intervention to improve emotion regulation is mindfulness training, the practice of being aware of one's current internal state and thoughts to provide a greater attentiveness and acknowledgment of one's current environment. Events that disrupt their ability to cope can have lasting implications on their grades, problem-solving skills, drug and alcohol usage, mental disorders, and physical wellness among college students. Mindfulness practices can be implemented to improve college students' achievements and efficiency. Mindfulness practices have also been shown to be positively linked to an increase in adaptive emotion regulation, positive reappraisal, positive affect, liveliness, and satisfaction of life. Emotion regulation is the ability to adjust our emotions in certain situations. Mindfulness practices have been shown to lower emotional reactivity and help the emotions return to baseline after the reactivity by improving the emotional regulation system. Mindfulness training has been shown to lower an individual's reactions to sadness on a neurological level and symptoms of anxiety and depression. Mindfulness-based interventions have been applied in diverse populations and achieved mental health benefits. Mindfulness-focused practices propose a way for individuals to relate to their thoughts and emotions whereby they are led to understand experiences with acceptance and compassion rather than avoidance, control, or
suppression. Mindfulness is contrasted with mental states, in which attention is focused elsewhere, and with automatic behaviors, which lack awareness of our present-moment actions. Mindfulness-based interventions (MBIs) stimulate cognitive diffusion, in which individuals observe their thoughts without assuming that they are valid or essential. Mindfulness tends to be highly aware of our inner and outer experiences with a posture of acceptance rather than judgment as to these experiences. Awareness refers to monitoring internal or external experience so that we do not exhibit mechanical behavior. The acceptance construct refers to an attitude of openness and non-judgment, free of defenses, beliefs, and interpretations of one's internal or external experience which may also be related to the tendency of noticing the experience altogether, without avoidance (Chiodelli et al., 2018). The transition to college is particularly stressful, with many academic and social demands. Adding to these demands, many first-year students live on their own for the first time and must exercise adaptive self-regulation to care for themselves. Not only are these emerging adults confronted with significant stressors related to living away from home for the first time, but they are also under significant pressure to perform well to achieve personal and professional success later on in life. Understanding students' intrapersonal resources that promote resilience and protect psychological well-being as they transition from high school to undergraduate life may provide helpful directions for campus-based counseling interventions, but much remains to be known about how various intrapersonal resources have distinct or overlapping effects on adjustment over time (Fox et al. (2018).