PENGARUH DISPOSITIONAL MINDFULNESS TERHADAP REGULASI EMOSI MAHASISWA YANG SEDANG MENYELESAIKAN SKRIPSI

The process of completing a thesis often generates psychological
pressure that may affect students’ ability to regulate their emotions.
Dispositional mindfulness is considered an important factor that may
support emotion regulation. This study aimed to examine the level of
dispositional mindfulness, the level of emotion regulation, and the effect
of dispositional mindfulness on emotion regulation among students
completing their thesis. A quantitative approach with simple linear
regression analysis was employed. The participants were 100 final-year
students from the Faculty of Teacher Training and Education. Data
were collected using dispositional mindfulness and emotion regulation
scales. The results showed that dispositional mindfulness was
categorized as high in 82% of participants, while emotion regulation
was categorized as high in 51% of participants. Furthermore,
dispositional mindfulness had a positive and significant effect on
emotion regulation (p < 0.001), contributing 21.9% of the variance.
These findings indicate that higher dispositional mindfulness is
associated with better emotion regulation among students completing
their thesis.
Keywords: Dispositional Mindfulness, Emotion Regulation, Final-Year
Students, Thesis Completion, Academic Stress