THE RELATIONSHIP BETWEEN SELF-EFFICACY AND EMOTIONAL REGULATION IN STUDENTS IN TEACHING AND EDUCATION FACULTY AT SYIAH KUALA UNIVERSITY

Emotional regulation is the ability of individuals to assess, manage and express appropriate emotions in order to achieve emotional balance. One of the factors that influences emotional regulation is self-efficacy. Individuals who have self-confidence in their abilities tend to be able to manage their emotions better. The aim of this research is to determine the description and relationship between self-efficacy and emotional regulation in students at the Faculty of Teacher Training and Education, Syiah Kuala University who are completing their final assignments. The population in the study were students from the Faculty of Teacher Training and Education, Syiah Kuala University who were completing their final assignments for the class of 2019 with a sample size of 270 out of 829 population. The sampling technique in this research used probability random sampling. The correlation coefficient value r = 0.635 which explains the strong correlation between self-efficacy and emotional regulation in students


Introduction
Students are a period whose age range is 18 to 25 years, at that time students have various kinds of task demands that must be completed on time, including completing the final project.According to Nisak (2018), the difficulties faced by students in completing the final project can result in psychological disorders.The psychological disorders experienced by students in completing final projects such as stress, depression, anxiety and insomnia.Based on the results of Sulastri's research (2017), it shows that initial data collection on students who are completing their final project indicates an emotional disorder.The emotional disorders experienced by students can be influenced by emotional factors, such as emotional instability, anxiety, depression and frustration.The existence of various kinds of psychological and emotional disorders in students, it is necessary to have good emotional regulation in order to be able to help students in completing the final project.
Emotion regulation is the ability that individuals have to assess, cope, manage and express appropriate emotions in order to achieve emotional balance.According to Gross (Rahmawati &;Saptandari, 2021) emotional regulation is an individual's process in understanding the emotions felt and knowing when these emotions occur and how they experience or express their emotions.According to Karlina (2022), students who have high emotional regulation are less likely to experience less risk of stress, anxiety and hopelessness compared to students who have low emotional regulation.Based on the results of research data conducted by Karlina (2022) showing academic data from various Study Program sources, there are Study Programs whose graduates are on time and some are not on time.This is caused by several factors, namely difficulties in finding references, relationships with supervisors, lack of ability to compile a frame of mind in writing, emotional instability, student challenges in understanding research methodology and low student fighting power in completing the final project.
According to Aryansah & Sari (Vierdiana, et al., 2023), the low emotional regulation of students could be caused by a lack of self-efficacy in students in completing their final project.Self-efficacy is defined as an individual's belief in his or her ability to perform actions and obtain expected results.Fatimah, et al (2021) stated that self-efficacy is always related and has an impact on the choice of behavior, motivation and determination of individuals in facing every problem.With high self-efficacy, this will present positive emotions that are useful to encourage individuals to believe in their abilities.From the explanation above, student problems in completing the final project can be caused by low emotional regulation and also caused by low self-efficacy.Therefore, this study was intended to ISSN:2548-4044 Psikoislamedia Jurnal Psikologi Volume 09 Nomor 01, 2024 Copyright @ Hak Cipta Dilindungi Undang-Undang I 63 investigate the relationship between self-efficacy and emotion regulation in students of the Faculty of Teacher Training and Education, Syiah Kuala University who were completing their final project.

Emotion Regulation
Emotional regulation or often referred to as emotion regulation, is a combination consisting of two words, namely "regulation" and "emotion".Regulation is a form of control carried out by individuals in controlling their thoughts or feelings.While emotions are feelings or thoughts both positive and negative that arise in individuals because of an event that can be personal, public, simple or complex.Based on these two words, it can be concluded that emotional regulation is an effort made by individuals in expressing emotions so that the emotions released can be as expected.According to Gross & John (Luthfi &;Husni, 2020), emotion regulation encompasses all conscious and unconscious strategies used to raise, manage and decrease one or more components of an emotional response.
Gross & Thomshom (Susanti, 2020) share the following aspects of emotion regulation: monitoring emotions, evaluating emotions and modifying emotions.According to Kumala & Darmawanti (2022), there are several factors that can affect a person's emotional regulation, namely age, gender, religiosity, personality, and experience factors.

Self-efficacy
Self-efficacy or also called self-efficacy is an individual's self-confidence or individual belief about self-ability so that individuals are able to implement what actions individuals must take to achieve goals.
According to Hussein Fattah (Ermy, 2022), self-efficacy is part of personality attitudes, which are related to personal beliefs about self-competence and ability.Specifically, it refers to an individual's belief in the ability to complete a task successfully.Individuals who have a high level of self-efficacy then individuals have confidence that individuals are able to complete the challenges faced.
Bandura (Pairi, 2022) states that there are several aspects of self-efficacy, namely magnitude (level), strength (strength), and generalization (generality).According to Bandura (Putri &;Fakhruddiana, 2018) there are several factors that affect a person's self-efficacy, such as success experience, other people's experience, verbal persuasion, physiological and emotional conditions.Bandura (Afrilanatasa, 2022) said there are several ways to increase self-efficacy, namely self-confidence, confidence in the ISSN:2548-4044 Psikoislamedia Jurnal Psikologi Volume 09 Nomor 01, 2024 Copyright @ Hak Cipta Dilindungi Undang-Undang I 64 ability to overcome problems or challenges, confidence in achieving set targets, and confidence in the ability to foster motivation.

Research Methodology
This study used a quantitative approach with a correlational descriptive type.The population in statement items.There are three aspects of self-efficacy that will be measured, namely: Magnitude (level), strength (strength) and generality (generality).While on the scale of emotion regulation, there are three aspects, namely monitoring emotions (emotions monitoring), evaluating emotions (emotions evaluating) and modifying emotions (emotions modification).

Research Results
Based on the results of data analysis, the level of self-efficacy in students of the Faculty of Teacher Training and Education, Syiah Kuala University who were completing their final project showed that 69 students (26%) were in the very low category, 179 students (66%) were in the low category, and 22 students (8%) were in the medium category.Meanwhile, in the high and very high categories, no students are included in these categories.Further description of the results of descriptive analysis can be seen in the following figure:   Based on the results of data analysis, it shows that self-efficacy with emotion regulation has a correlation value of 0.635 with a significance value of 0.000.This explains the strong positive relationship between self-efficacy and emotional regulation in students of the Faculty of Teacher Training and Education, Syiah Kuala University who are completing their final project.

Discussion
The results of data analysis show that self-efficacy in students is generally in the low category, this shows that students have low self-confidence in their ability to complete the final project.Some factors that affect students' self-efficacy include lack of confidence in completing the final project, lack of social support, lack of motivation, negative views of themselves and other factors.In contrast to the results research conducted by Asmarani (2021) which shows self-efficacy in students who are completing their final project is generally in the very high category.According to Bandura (Asmarani, 2021), environment and behavior are also one of the factors that affect a person's level of self-efficacy.In line with Widigdo's research (2018) which states that social support is one of the factors that affect the high and low level of Copyright @ Hak Cipta Dilindungi Undang-Undang I 68 completing the final project are predominantly in the very low category.In the aspect of magnitude (level) the dominant level of self-efficacy is in the very low category of 118 students, in the strength aspect the dominant level of self-efficacy is in the very low category of 201 students while in the aspect of generalization the dominant is in the very low category of 87 students.From these three aspects, it can be seen that the highest level of self-efficacy is dominant in the aspect of strength.Which means that most students have a very low level of resilience in completing the final project.
The results of self-efficacy categorization based on 17 majors can be known that almost half of the students from the Faculty of Teacher Training and Education, Syiah Kuala University who are completing their final project are predominantly in the low category.The department that has the lowest self-efficacy dominance is the English Department with 19 (72%) students, followed by the Biology department with 16 (62%) students and finally the Economics department with 14 (88%) students.When viewed based on gender, the level of male self-efficacy is generally in the low category, which is 56 students (66%), while the level of self-efficacy in female students is also almost half of them have a low self-efficacy level of 123 female students (66%).In contrast to the results of research conducted by Pohan (2022) which shows that the self-efficacy experienced by male and female students is both in the medium category.As for another study conducted by Kamaruddin (2018) which showed the level of self-efficacy of men is higher than women.Descriptive data based on age shows that the age range of the sample ranges from 22 to 23 years.When viewed based on the results of self-efficacy categorization based on the age of 22 and 23 years, it can be seen that almost half of the dominant students are in the low category.
The results of the data analysis showed that the level of emotion regulation in college students was generally in the moderate category.This can be seen from the aspect of emotional regulation.When viewed based on the aspect of monitoring emotions, generally students are in the medium category, which is as many as 104 students or 39%.So it can be interpreted that students have the ability to realize and recognize the emotions that arise against them, but students in a certain time also have difficulty in realizing and recognizing the emotions that arise.In the aspect of emotional evaluation, students are generally in the high category, which is as many as 66 students or 24%.So it can be interpreted that students have the ability to assess the thoughts or feelings felt whether they are right or inappropriate, such as the example of item number 25 which reads "I know how to bring up the right emotions according to the conditions I am experiencing".In the sound of the item, many students choose the appropriate choice.
ISSN:2548-4044 Psikoislamedia Jurnal Psikologi Volume 09 Nomor 01, 2024 Copyright @ Hak Cipta Dilindungi Undang-Undang I 69 In the aspect of modifying emotions, students are generally in the very low category, which is as many as 123 students or 46%.So it can be interpreted that students have not been able to change negative thoughts or feelings in dealing with situations.This can be seen from the number of students who choose answers that are very inappropriate in statement item number 38 which reads "I motivate myself to calm negative thoughts when compiling a thesis".As for the results of the analysis based on majors, it can be seen that there are three categories that are the highest dominant, namely low, medium and high categories.
The department that has the lowest level of emotion regulation is predominantly in the biology department with 14 (54%) students.While the department that has the most dominant category level is in the Department of Drama, Dance and Music Education with 8 (50%) students.Then continued the department that has the highest category level is predominantly in the physics department with the number of students as much as 7 (41%).
When viewed based on gender, men have a moderate dominant level of emotional regulation, which is as many as 36 students.While the level of emotional regulation in female students almost half had a predominantly low level of emotion regulation, which was as many as 70 female students.In line with the results of research conducted by Purnawati, et al ( 2022) which shows the level of emotional regulation between men and women has differences.Based on data obtained by female students who are carrying out the thesis guidance process have a low level of emotional regulation compared to male students.In line with research conducted by Hasmarlin (2019) which shows the level of emotional regulation of men is better than women.
Differences in male and female emotional regulation can be influenced by individual socialization.
According to research by Ratnasari & Suleeman (2017), differences in general emotional regulation between women and men are a consequence of differences in expressive suppression.Women are given more flexibility in expressing their emotions, while men are required to suppress their emotions more.In general in Indonesia, women who are immersed in emotional experiences and tend to express their emotions are more accepted than men.
When viewed based on the age of 22 years, the dominant level of emotional regulation is low, which is 73 students (47%).Meanwhile, based on the age of 23 years, there was a moderate level of emotion regulation, which was 58 students (50%).This result is in line with research by Mulyana, et al (2020) which states that the level of individual emotional regulation is influenced by age.The higher the age of the individual, the individual will be able to regulate and express emotions better.

Conclusion
Based on the results of research from the discussion in the previous section, the following conclusions can be described: self-efficacy in students of the Faculty of Teacher Training and Education, Syiah Kuala University who are completing the final project is dominant in the low category, which is as many as 179 students (66%).The study also included additional analyses based on aspect, major, gender and age.The results of the analysis showed that self-efficacy in the three dominant aspects was in the very low category, while from the 17 majors studied, it can be known that almost half of the students had low this study was college students The Faculty of Teacher Training and Education, Syiah Kuala University, which is completing the final project of the class of 2019 with a sample of 270 from 829 populations.The sample display technique in this study uses probability random sampling.Data collection in this study used a Likert scale questionnaire that would Distributed with digital tools in the form of Google Forms, the number of self-efficacy scales consists of 53 items while on the emotion regulation scale there are 43

Figure 1 . 2
Figure 1.2 Emotion Regulation Categorization Diagram of FKIP USK Students individual self-efficacy.When viewed based on aspects of magnitude, strength and generalization, it can be seen that almost half of the students of the Faculty of Teacher Training and Education, Syiah Kuala University who are ISSN:2548-4044 Psikoislamedia Jurnal Psikologi Volume 09 Nomor 01, 2024

ISSN
Cipta Dilindungi Undang-Undang I 70Based on the results of research and data analysis, it is known that there is a relationship between self-efficacy and emotional regulation in students of the Faculty of Teacher Training and Education, Syiah Kuala University.The correlation coefficient value of 0.635 and the significance value of 0.000 indicate that self-efficacy with emotion regulation has a strong relationship, in accordance with the correlation coefficient interpretation guidelines from Sugiyono(Yani, 2023) which states that the correlation coefficient is in the range of 0.61 to 0.80 included in the strong relationship category.This research is in line with research conducted byPratama & Suprihatin (2022)  which shows that there is a significant relationship between self-efficacy variables and emotional regulation.According toKamalia (2019), self-efficacy provides energy that encourages individuals to be able to face difficult situations both from the individual and from outside the individual.This belief provides a sense of confidence in individuals to control the difficulties or problems faced, recognize the origin of the problem, recognize how they play a role in overcoming it, recognize the range of problems experienced, and encourage individuals to persevere in the face of challenges.According to Bandura(Putri &;Fakhruddiana, 2018), individual self-efficacy is influenced by emotional factors.When individuals experience strong emotions, such as fear, anxiety, or high stress, this can lead to low individual self-efficacy.Therefore, good emotional management is very important in increasing confidence in one's own abilities.In addition, environmental factors also play an important role in shaping a person's self-efficacy.Social support and positive experiences can assist individuals in overcoming emotional challenges and increasing self-confidence.By understanding the relationship between emotional factors and self-efficacy, individuals can develop themselves and improve performance in completing tasks.

Table 1 .1 Data Normality Test One-Sample Kolmogorov-Smirnov Test (Normality Test)
0.200 > 0.05, it can be concluded that the residual value is normally distributed.Further descriptions of data normality tests can be seen in the following table: Copyright @ Hak Cipta Dilindungi Undang-Undang I 66 significance value is d.This is a lower bound of the true significance.After the normality test then proceed with the linearity test.Based on the results of the linearity test shows that the significance value of 0.652 > 0.05 can be concluded that the data is linearly distributed.The results of data processing can be seen in the following table:

Table 1 .2 Data Linearity Test Results
To test the relationship between self-efficacy and emotion regulation in students of the Faculty of Teacher Training and Education, Syiah Kuala University who were completing their final project, a correlation analysis was carried out using SPSS 24 for Windows.Further descriptions of correlation tests can be found in the following table: Copyright @ Hak Cipta Dilindungi Undang-Undang I 67