Low Self-Esteem, Coping Stress, Emotional Regulation, and Coping Stress Significantly Increase Self-Injury in Students

Authors

  • Budi Purwoko Master Program of Guidance and Counseling, Universitas Negeri Surabaya, Indonesia.
  • Ikromilah Yetty SMPN 3 Porong Sidoarjo, Indonesia
  • Retno Tri Hariastuti Master Program of Guidance and Counseling, Universitas Negeri Surabaya, Indonesia

Keywords:

self-esteem, coping stress, self-compassion, self-injury, student

Abstract

Self-injury in students should be avoided. As a foundation for developing a self-injury prevention program, it is vital to identify the elements that induce self-injury. This study aims to assess the effect of self-esteem, coping with stress, emotional regulation, and self-compassion on self-injury, as well as the coefficient of determination and regression model. The study included forty junior high school students who had self-injured. Various scales were tested, including the self-esteem scale, coping stress scale, emotion regulation scale, self-compassion scale, and self-injury scale. A multiple regression test was used to analyze the data with SPSS 26. Self-esteem (X1), coping stress (X2), emotional control (X3), and self-compassion (X4) all contributed 65.5 percent to self-injury (Y). School counselors must enhance self-esteem, coping with stress, emotional regulation, and self-compassion in students to prevent self-injury.

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Published

2022-10-16

How to Cite

Budi Purwoko, Ikromilah Yetty, & Retno Tri Hariastuti. (2022). Low Self-Esteem, Coping Stress, Emotional Regulation, and Coping Stress Significantly Increase Self-Injury in Students. Revista De Psicología Del Deporte (Journal of Sport Psychology), 31(2), 285-296. Retrieved from https://mail.rpd-online.com/index.php/rpd/article/view/751