Peran Regulasi Emosi dalam Memprediksi Psychological Well-being pada Kalangan Guru Pendidikan Jasmani

The Role of Emotional Regulation in Predicting Psychological Well-being among Physical Education Teachers

Guru pendidikan jasmani berperan penting dalam menanamkan gaya hidup aktif dan nilai-nilai sosial. Sehubungan dengan peran penting tersebut, guru perlu memiliki regulasi emosi dan psychological well-being yang baik untuk mendukung pengajaran mereka. Untuk itu, perlu adanya penelitian yang meneliti keterlibatan regulasi emosi dalam membentuk psychological well-being guru pendidikan jasmani. Tujuan dari penelitian ini adalah untuk memprediksi peran regulasi emosi terhadap psychological well-being guru pendidikan jasmani. Penelitian kuantitatif dipilih sebagai metode penelitian dengan data yang diolah menggunakan analisis regresi sederhana. Data penelitian diperoleh dari guru pendidikan jasmani yang sedang menjalani pendidikan pra-jabatan guru di sebuah lembaga pendidikan tinggi. Kuesioner memperoleh data dari 74 responden dan diolah dengan menggunakan SPSS 26.0.0. Berdasarkan hasil temuan, ditemukan bahwa regulasi emosi secara negatif memprediksi psychological well-being. Makna dari hasil tersebut adalah semakin tinggi regulasi emosi maka semakin rendah psychological well-being guru pendidikan jasmani. Disimpulkan bahwa koefisien negatif regulasi emosi mampu memprediksi psychological well-being guru pendidikan jasmani. Temuan ini berbeda dengan beberapa penelitian sebelumnya. Hasil penelitian ini, di sisi lain, juga mampu memberikan kontribusi kepada pihak-pihak terkait dengan memberikan strategi pelatihan regulasi emosi untuk meningkatkan psychological well-being. Selain itu, temuan baru ini merekomendasikan kepada peneliti lain untuk mengeksplorasi jenis strategi regulasi emosi apa yang dapat menyebabkan penurunan psychological well-being.

Physical education teachers play an important role in instilling an active lifestyle and social values. In relation to this important role, teachers need to have good emotional regulation and psychological well-being to support their teaching. There is a need for research that examines the involvement of emotional regulation in shaping the psychological well-being of physical education teachers. The purpose of this research is to predict the role of emotion regulation on the psychological well-being of physical education teachers. Quantitative research was chosen as the research method with data processed using simple regression analysis. Research data were obtained from physical education teachers who are undergoing pre-service teacher training at a higher education institution. The questionnaire obtained data from 74 respondents and was processed on SPSS 26.0.0. Based on the findings, it was discovered that emotional regulation negatively predicts psychological well-being. The meaning of these results is that the higher the emotional regulation, the lower the psychological well-being of physical education teachers. It is concluded that the negative coefficient of emotion regulation is able to predict the psychological well-being of physical education teachers. These findings differ from several previous studies. The results of this study, on the other hand, are also able to contribute to relevant parties by providing emotion regulation training strategies to enhance psychological well-being. In addition, the new findings recommend to other researchers to explore what types of emotion regulation strategies may lead to a decline in psychological well-being.