Proceedings of the Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2024)

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The Role of Emotion Regulation on Subjective Well-Being among Kindergarten Teachers

Authors
Tarish Daffa Rabbani1, Agoes Dariyo1, *
1Faculty of Psychology, Universitas Tarumanagara, Jakarta, Indonesia
*Corresponding author. Email: agoesd@fpsi.untar.ac.id
Corresponding Author
Agoes Dariyo
Available Online 22 July 2025.
DOI
10.2991/978-2-38476-446-4_29How to use a DOI?
Keywords
Emotion Regulation; Subjective Well-Being; Kindergarten Teachers
Abstract

As an educator, teachers have challenges and demands that can trigger stress due to suppressed negative emotions, which have an impact on their subjective well-being. Negative emotions can lead to negative behaviors that impact the quality of teaching, making it essential for teachers to have emotion regulation. Therefore, this study aims to explain the role of emotional regulation on subjective well-being amongs kindergarten teachers. The method used in this study is a non-experimental quantitative approach employing simple linear regression analysis. The sample in this study was taken using purposive sampling, consisted of 102 kindergarten teachers who met the criteria. The results showed a significance value of 0.000 (p < 0.005) and an R2 value of 0.173, indicating that there is a positive role of emotional regulation on the subjective well-being of kindergarten teachers, accounting for 17.3%. This study is expected to assist kindergarten teachers in enhancing their subjective well-being through effective emotion regulation, ultimately contributing to the improvement of education quality.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
22 July 2025
ISBN
978-2-38476-446-4
ISSN
2352-5398
DOI
10.2991/978-2-38476-446-4_29How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Tarish Daffa Rabbani
AU  - Agoes Dariyo
PY  - 2025
DA  - 2025/07/22
TI  - The Role of Emotion Regulation on Subjective Well-Being among Kindergarten Teachers
BT  - Proceedings of the Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2024)
PB  - Atlantis Press
SP  - 264
EP  - 272
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-446-4_29
DO  - 10.2991/978-2-38476-446-4_29
ID  - Rabbani2025
ER  -