Enhancing Students’ Emotion Regulation and Self-Confidence Through Solution-Focused Brief Counseling: A Quasi-Experimental Study in Senior High School
Peningkatan Regulasi Emosi dan Kepercayaan Diri Siswa Melalui Solution-Focused Brief Counseling: Studi Kuasi-Eksperimen di Sekolah Menengah Atas
DOI:
https://doi.org/10.58230/7j0wx935Keywords:
Group counseling, solution-focused brief counseling, emotional regulation, self-confidence, high school studentsAbstract
Adolescents face developmental changes in which emotion regulation and self-confidence are important. This study examined the effectiveness of group counseling based on Solution-Focused Brief Counseling (SFBC) in improving emotion regulation and self-confidence among Grade 10 students at SMA Negeri 1 Bumiayu. A quasi-experimental nonequivalent pretest–posttest control-group design was applied to 20 purposively selected students, divided into an experimental group (n = 10) and a control group (n = 10). The experimental group received five sessions of SFBC group counseling, whereas the control group received one psychoeducation session. Data were collected using an emotion regulation scale and a self-confidence scale and were analyzed using the Wilcoxon signed-rank test and the Mann–Whitney U test. In the experimental group, posttest scores were significantly higher than pretest scores for emotion regulation (Z = −2.803, p = 0.005) and self-confidence (Z = −2.803, p = 0.005), whereas the control group showed no significant change (emotion regulation: Z = −0.890, p = 0.373; self-confidence: Z = −0.257, p = 0.797). The experimental group also had significantly higher posttest scores than the control group (emotion regulation: U = 0.000, p < 0.001; self-confidence: U = 2.500, p < 0.001). SFBC group counseling may serve as an alternative school service, although the small sample, unequal intervention duration, baseline differences, and low reliability of the self-confidence scale limit interpretation.
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