The Role of Emotion Regulation–Based Psychological Assistance in Improving Emotional Intelligence among Ninth-Grade Junior High School Students

Abstract

Adolescence is a critical developmental stage characterized by emotional instability and limited impulse control. Insufficient emotion regulation skills among junior high school students often lead to impulsive behavior, social conflict, and learning difficulties. This study aimed to examine the effectiveness of an emotion regulation–based psychological assistance program in improving emotional intelligence among ninth-grade students at SMP Negeri 2 Tanjung Lago. This research employed a qualitative descriptive approach with an intervention design conducted through psychoeducation, emotion regulation training, and reflective emotional intelligence worksheets. Data were collected using pre–post worksheets, semi-structured interviews, and behavioral observations involving 20 students, with in-depth interviews conducted on six representative participants. The findings indicate improvements across five dimensions of emotional intelligence: self-awareness, self-regulation, self-motivation, empathy, and social skills. Students demonstrated enhanced ability to identify emotional triggers, manage impulsive reactions, apply adaptive coping strategies, and maintain more positive social interactions. These results suggest that structured emotion regulation interventions are effective in supporting emotional development and promoting adaptive behavior among early adolescents.