Differences in emotional regulation of Bugis student and Malay cultural background Implications for counseling and guidance services

Nur Wisma,Herman Nirwana,Afdal Afdal

doi:10.24036/0019za0002

Abstract

Students often exert an excessive emotional reaction to a problem, thus often acting irrationally. Therefore, students need adequate emotional regulation ability. Factors that affect emotional regulation one of them is culture. This research aimed atdescribing differences in emotional regulation between students of Bugis and Malay cultural background and the implications of counseling services. This research used quantitative method of comparative descriptive type. The sample of this research is students of Bugis and Malay background of RiauUniversityconsisting of 168 students. Purposive sampling was used as the sample technique. The instrument used was an emotional regulation questionnaire with Likert scale model. The results of students' emotional regulation reliability of 0.880. Data were analyzed using t-test technique. The results of the data analysis showed that the students' emotional regulation in terms of cultural background was clasdified into high category; there is no significant difference which means that no difference between student emotional regulation of Bugis and Malay cultural background

Highlights

Human life undergoes two processes of change: physical and psychological change, the changes follow the stages of development
Data on student emotional regulation from Bugis and Malay background were obtained from 168 respondents
It is hoped that active counseling personnels will participate in training related to counseling, especially to deepen the science of cross-cultural counseling so that the conselor will be able to understand the psychological aspects of clients with different cultural background so that in the implementation of counseling there will be no cultural biases that will result in ineffective counseling process

Summary

Introduction

Human life undergoes two processes of change: physical and psychological change, the changes follow the stages of development. According to Erikson (in Upton, 2012), the stages of development that individuals pass include: the period of infants 0-18 months, early childhood 2-3 years, preschool period 3-5 years, 6-11 years of school age, adolescence 12-18 years, a young adult period of 19-40 years, a 40-65 year old adult period, and an adult final period of 65 years-die. During the transition age of late adolescence and early adulthood, this is because in the transition phase it causes new changes that must be passed by the individual. The phase is the stage of development that is passed by the students. Monk, Knoers, & Haditono (2001) suggest that students based on the stage of development are at the age of 18-21 years and 22-24 years old. The stage of development is the transition period passed by the students

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