THE ROLE OF EMOTIONAL REGULATION IN SHAPING STUDENTS’ PERCEPTION OF PHYSICS PROBLEMSOLVING TASKS

Abstract

This study investigated the influence of emotional regulation on students’ perceptions of physics problem-solving tasks, with a focus on how emotional responses affect engagement and cognitive approaches. Conducted at UPTD SMP Negeri 10 Pematangsiantar, a public junior high school in Indonesia, this research involved approximately 150 ninth-grade students from a total population of 192 during the 2024–2025 academic year. Using a mixed-methods approach, data were collected through self-report questionnaires measuring emotional regulation strategies and perception scales related to physics problem-solving. Qualitative data were analyzed using statistical correlation techniques, and qualitative insights were obtained through focused interviews with selected participants. The findings indicate a significant relationship between students’ ability to regulate emotions, such as anxiety, frustration, and excitement, and their perception of physics problem-solving as either a challenge or a threat. Students employing adaptive regulation strategies, including cognitive reappraisal and goal-setting, were more likely to approach tasks with confidence and persistence, viewing problem-solving as a positive learning experience. Conversely, those relying on maladaptive strategies such as suppression or avoidance, tended to perceive physics tasks as overwhelming or discouraging. These results underscore the importance of integrating emotional regulation training into physics instruction to foster more constructive attitudes and improve learning outcomes. This study highlights the potential of socio-emotional learning components to support cognitive development in science education, particularly in subjects often perceived as difficult or intimidating by students.