The Impact of School Climate on Emotion Regulation in Indonesian Students: Evidence from PISA 2022
DOI:
https://doi.org/10.33367/psi.v10i1.7170Keywords:
emotional regulation, school climate, PISA 2022Abstract
Adolescence is a critical developmental period marked by significant changes, during which individuals must cultivate emotional intelligence to navigate academic pressures, social relationships, and potential negative behaviors. A positive school climate is key to fostering effective adolescent emotion regulation. This study presents a novel investigation into the role of school climate in shaping emotion regulation among Indonesian students, using nationally representative data from the post-pandemic PISA 2022 assessment. Employing a quantitative approach, the study draws on data from 13,439 students across Indonesia. A multiple linear regression analysis assessed the relationship between school climate and emotion regulation, yielding a significant model, F(4, 12,286) = 129.297, p < .001, R² = .040. The findings indicate that school climate significantly influences students’ emotion regulation. Specifically, a sense of belonging, experiences of bullying, and feelings of safety were found to be significant predictors, while school safety risk was not statistically significant. By exploring this underexamined link in the Indonesian context—particularly through the lens of PISA 2022—the study provides timely, evidence-based insights into how school environments can support adolescents’ emotional development. The results underscore the importance of fostering inclusive, safe, and supportive school climates to enhance students’ emotional well-being and self-regulatory skills. This research offers new theoretical and policy-relevant contributions to the literature on educational psychology and adolescent mental health.
Downloads
References
Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121–145. https://doi.org/10.1016/j.ijer.2018.01.012
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1–34. https://doi.org/10.1007/s10648-016-9389-8
Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409
Anderson, C. S. (1982). The search for school climate: A review of the research. Review of Educational Research, 52(3), 368. https://doi.org/10.2307/1170423
Arslan, G. (2018). Understanding the association between school belonging and emotion health in adolescents. International Journal of Educational Psychology, 7(1), 21. https://doi.org/10.17583/ijep.2018.3117
Astuti, A., Anam, C., Yulianingsih, E., Reagan, H. A., Ihsan, M., Setiyawati, N., Nurarifin, Meilaningsih, T., & Saputri, V. G. (2022). Indikator tujuan pembangunan berkelanjutan Indonesia 2022. BPS-Statistics Indonesia.
Attari, A., Ghanbary Hashemabady, B. A., Mashhadi, A., & Kareshki, H. (2018). Temperament and prosocial behavior: The mediating role of prosocial reasoning, emotion regulation, and emotion lability. Practice in Clinical Psychology, 6(4), 257–264. https://doi.org/10.32598/jpcp.6.4.257
Barańczuk, U. (2019). The five factor model of personality and emotion regulation: A meta-analysis. Personality and Individual Differences, 139, 217–227. https://doi.org/10.1016/j.paid.2018.11.025
Baumgartner, F., Vancu, E., & Kelmendi, K. (2021). Bullying at school and cognitive emotion regulation. Človek a Spoločnosť, 23(4), 18–31. https://doi.org/10.31577/cas.2020.04.578
Bichi, A. A., & Talib, R. (2018). Item response theory: An introduction to latent trait models to test and item development. International Journal of Evaluation and Research in Education (IJERE), 7(2), 142–151. https://doi.org/10.11591/ijere.v7i2.12900
Camodeca, M., & Nava, E. (2022). The long-term effects of bullying, victimization, and bystander behavior on emotion regulation and its physiological correlates. Journal of Interpersonal Violence, 37(3–4), NP2056–NP2075. https://doi.org/10.1177/0886260520934438
Christiana, E., Hidayah, N., Lasan, B. B., & Hambali, O. M. (2021). Identification of the emotion regulations of Surabaya junior high school students on the tendency of bullying behavior. International Joint Conference on Arts and Humanities 2021 (IJCAH 2021), Surabaya, Indonesia. https://doi.org/10.2991/assehr.k.211223.202
Cracco, E., Goossens, L., & Braet, C. (2017). Emotion regulation across childhood and adolescence: Evidence for a maladaptive shift in adolescence. European Child & Adolescent Psychiatry, 26(8), 909–921. https://doi.org/10.1007/s00787-017-0952-8
Daily, S. M., Mann, M. J., Kristjansson, A. L., Smith, M. L., & Zullig, K. J. (2019). School climate and academic achievement in middle and high school students. Journal of School Health, 89(3), 173–180. https://doi.org/10.1111/josh.12726
Darling-Hammond, L., & DePaoli, J. (2020). Why school climate matters and what can be done to improve it. State Education Standard, 20(2), 7.
Diananda, A. (2019). Psikologi Remaja dan Permasalahannya. ISTIGHNA, 1(1), 116–133. https://doi.org/10.33853/istighna.v1i1.20
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotion competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner bio-ecological system theory explains the development of students’ sense of belonging to school? Sage Open, 12(4), 21582440221134089. https://doi.org/10.1177/21582440221134089
Fishbein, D. H., Domitrovich, C., Williams, J., Gitukui, S., Guthrie, C., Shapiro, D., & Greenberg, M. (2016). Short-term intervention effects of the PATHS curriculum in young low-income children: Capitalizing on plasticity. The Journal of Primary Prevention, 37(6), 493–511. https://doi.org/10.1007/s10935-016-0452-5
Fombouchet, Y., Pineau, S., Perchec, C., Lucenet, J., & Lannegrand, L. (2023). The development of emotion regulation in adolescence: What do we know and where to go next? Social Development, 32(4), 1227–1242. https://doi.org/10.1111/sode.12684
Gratz, K. L., Weiss, N. H., & Tull, M. T. (2015). Examining emotion regulation as an outcome, mechanism, or target of psychological treatments. Current Opinion in Psychology, 3, 85–90. https://doi.org/10.1016/j.copsyc.2015.02.010
Hair, J., Hollingsworth, C. L., Randolph, A. B., & Chong, A. Y. L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management & Data Systems, 117(3), 442–458. https://doi.org/10.1108/IMDS-04-2016-0130
Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Sage Publications.
Hsieh, I.-J., & Chen, Y. Y. (2017). Determinants of aggressive behavior: Interactive effects of emotion regulation and inhibitory control. PLOS ONE, 12(4), e0175651. https://doi.org/10.1371/journal.pone.0175651
Kapur, I. (2021). The role of schools in youth development. EPRA International Journal of Research & Development (IJRD), 6(6), 451–455. https://doi.org/10.36713/epra7526
Kennedy, A., & Brausch, A. M. (2024). Emotion dysregulation, bullying, and suicide behaviors in adolescents. Journal of Affective Disorders Reports, 15, 100715. https://doi.org/10.1016/j.jadr.2023.100715
Kopelman-Rubin, D., Siegel, A., Weiss, N., & Kats-Gold, I. (2021). The relationship between emotion regulation, school belonging, and psychosocial difficulties among adolescents with specific learning disorder. Children & Schools, 42(4), 216–224. https://doi.org/10.1093/cs/cdaa022
Lennarz, H. K., Hollenstein, T., Lichtwarck-Aschoff, A., Kuntsche, E., & Granic, I. (2019). Emotion regulation in action: Use, selection, and success of emotion regulation in adolescents’ daily lives. International Journal of Behavioral Development, 43(1), 1–11. https://doi.org/10.1177/0165025418755540
Lenzi, M., Sharkey, J., Furlong, M. J., Mayworm, A., Hunnicutt, K., & Vieno, A. (2017). School sense of community, teacher support, and students’ school safety perceptions. American Journal of Community Psychology, 60(3–4), 527–537. https://doi.org/10.1002/ajcp.12174
Long, E., Zucca, C., & Sweeting, H. (2021). School climate, peer relationships, and adolescent mental health: A social ecological perspective. Youth & Society, 53(8), 1400–1415. https://doi.org/10.1177/0044118X20970232
López, V., Torres-Vallejos, J., Ascorra, P., González, L., Ortiz, S., & Bilbao, M. (2021). Contributions of Individual, family, and school characteristics to Chilean students’ social well-being at school. Frontiers in Psychology, 12, 620895. https://doi.org/10.3389/fpsyg.2021.620895
Marquez, J., & Long, E. (2021). A global decline in adolescents’ subjective well-being: A comparative study exploring patterns of change in the life satisfaction of 15-year-old students in 46 countries. Child Indicators Research, 14(3), 1251–1292. https://doi.org/10.1007/s12187-020-09788-8
Matthews, G., Zeidner, M., & Roberts, R. D. (2005). Emotion intelligence: An elusive ability? In O. Wilhelm & R. Engle, Handbook of Understanding and Measuring Intelligence (pp. 79–100). SAGE Publications, Inc. https://doi.org/10.4135/9781452233529.n6
Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-Being and positive education. Journal of Happiness Studies, 19(5), 1543–1564. https://doi.org/10.1007/s10902-017-9881-y
Mubita, K. (2021). Understanding school safety and security: Conceptualization and definitions. Journal of Lexicography and Terminology, 5(1), 76–86.
Mulyati, H., Yusuf Ln, S., & Supriatna, M. (2020). Emotion regulation in adolescents. Proceedings of the International Conference on Educational Psychology and Pedagogy - “Diversity in Education” (ICEPP 2019). Proceedings of the International Conference on Educational Psychology and Pedagogy - “Diversity in Education” (ICEPP 2019), Bandung, Indonesia. https://doi.org/10.2991/assehr.k.200130.097
Nunes, S., Oliveira, T., & Oliveira, A. (2017). Item response theory – A first approach. 550002. https://doi.org/10.1063/1.4992683
OECD. (2019). PISA 2018 results (volume III): What school life means for students’ lives. OECD. https://doi.org/10.1787/acd78851-en
OECD. (2023). PISA 2022 Assessment and Analytical Framework. OECD. https://doi.org/10.1787/dfe0bf9c-en
Ogunsakin, I. B., & Shogbesan, Y. O. (2018). Item Response Theory (IRT): A modern statistical theory for solving measurement problem in 21st century. International Journal of Scientific Research in Education, 11(3B), 627–635.
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36. https://doi.org/10.1080/10888691.2017.1398650
Pan, Y., Liang, S., Shek, D. T. L., Zhou, D., & Lin, X. (2023). Perceived school climate and adolescent behaviors among Chinese adolescents: Mediating effect of social‐emotion learning competencies. Psychology in the Schools, 60(9), 3435–3451. https://doi.org/10.1002/pits.22932
Porter, J., McDermott, T., Daniels, H., & Ingram, J. (2024). Feeling part of the school and feeling safe: Further development of a tool for investigating school belonging. Educational Studies, 50(3), 382–398. https://doi.org/10.1080/03055698.2021.1944063
Putra, M. D. R. E., & Apsari, N. C. (2021). Hubungan proses perkembangan psikologis remaja dengan tawuran antar remaja. Jurnal Kolaborasi Resolusi Konflik, 3(1), 14. https://doi.org/10.24198/jkrk.v3i1.31969
Rapee, R. M., Oar, E. L., Johnco, C. J., Forbes, M. K., Fardouly, J., Magson, N. R., & Richardson, C. E. (2019). Adolescent development and risk for the onset of social-emotion disorders: A review and conceptual model. Behaviour Research and Therapy, 123, 103501. https://doi.org/10.1016/j.brat.2019.103501
Sahi, R. S., Eisenberger, N. I., & Silvers, J. A. (2023). Peer facilitation of emotion regulation in adolescence. Developmental Cognitive Neuroscience, 62, 101262. https://doi.org/10.1016/j.dcn.2023.101262
Saputra, J., & Prabowo, A. (2021). The role of the school in developing student development tasks. International Journal of Ethno-Sciences and Education Research, 1(4), 84–87. https://doi.org/10.46336/ijeer.v1i4.244
Saputra, W. N. E., Supriyanto, A., Astuti, B., Ayriza, Y., & Adiputra, S. (2020). The effect of student perception of negative school climate on poor academic performance of students in Indonesia. International Journal of Learning, Teaching and Educational Research, 19(2), 279–291. https://doi.org/10.26803/ijlter.19.2.17
Silvers, J. A. (2022). Adolescence as a pivotal period for emotion regulation development. Current Opinion in Psychology, 44, 258–263. https://doi.org/10.1016/j.copsyc.2021.09.023
Verzeletti, C., Zammuner, V. L., Galli, C., & Agnoli, S. (2016). Emotion regulation strategies and psychosocial well-being in adolescence. Cogent Psychology, 3(1), 1199294. https://doi.org/10.1080/23311908.2016.1199294
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
Wang, W., Xiao, J., Li, W., & Yao, J. (2022). How school climate affects the development of the social and emotion skills of underprivileged-background students—An empirical study based on the SSES2019 data. Children, 9(12), 1812. https://doi.org/10.3390/children9121812
WHO. (2024, October 10). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Wong, M. D., Dosanjh, K. K., Jackson, N. J., Rünger, D., & Dudovitz, R. N. (2021). The longitudinal relationship of school climate with adolescent social and emotion health. BMC Public Health, 21(1), 207. https://doi.org/10.1186/s12889-021-10245-6
Xu, Z., & Fang, C. (2021). The relationship between school bullying and subjective well-being: The mediating effect of school belonging. Frontiers in Psychology, 12, 725542. https://doi.org/10.3389/fpsyg.2021.725542
Yunus, M., & Chaudhary, P. K. (2023). The role of emotion regulation in stress management: An overview. Journal of Clinical Research and Applied Medicine, 3(1), 9–12. https://doi.org/10.5530/jcram.3.1.3
Zhao, Y., & Zhao, G. (2015). Emotion regulation and depressive symptoms: Examining the mediation effects of school connectedness in Chinese late adolescents. Journal of Adolescence, 40(1), 14–23. https://doi.org/10.1016/j.adolescence.2014.12.009
Zysberg, L., & Schwabsky, N. (2021). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467–482. https://doi.org/10.1080/01443410.2020.1813690
Abstract
Views:
519, 
PDF downloads: 359
