RUNNING HEAD: THE RELATIONSHIP BETWEEN EMOTION REGULATION AND ACADEMIC 13 th International Conference on Language, Education, Humanities and Innovation & 2 nd International Conference on Open Learning and Education Technologies 5 th & 6 th April, 2019 121 13 th ICLEHI 2019 Osaka 092-083 Arina Salsabiela, 13 th ICLEHI 2019 Osaka 082-075 Syauqi Iqbal The Relationship between Emotion Regulation and Academic Adjustment among College Students in Indonesia Arina Salsabiela*, Syauqi Iqbal, Nur Widiasmara Department of Psychology and Social Science, Islamic University of Indonesia, Sleman, Yogyakarta, Indonesia *Corresponding Author: arina.salsabiela9@gmail.com Abstract The present study determined the relationship between emotion regulation and student adjustment among collage students in Indonesia. An important component of a successful collage student was how they manage their social, psychological, and academic challenges as they transition to tertiary education. In collage students they usually left their hometown so they would face new experience in academic and culture. Processes around managing these challenges are broadly referred to as academic adjustment. This interest of research was how college student regulated their emotion to adapt with academic life. There are two strategies of regulation emotion: Cognitive reappraisal and expressive suppression. We used purposive sampling technique to collecting data. The amount of participants in this research were 508 with range 18-23 Years old College Student in Indonesia. The regulation emotion be measured by Emotion Regulation Questionnare by Gross & John (2003). While Academic Adjustment measured by Academic Adjustment Scale by Anderson, Guan and Koc (2016). The result of this research is there is no correlation between emotion regulation and academic adjustment. However, further investigation revealed that the subscale cognitive reappraisal and emotion regulation was positively correlated (r=0.021 p<0.05) with academic adjustment. These findings suggest that more we cognitive reappraisal experience the more we can adjust in academic life. Keywords: Emotion regulation, academic adjustment, collage students, Indonesia Introduction of The Study Complex challenges in emotional, social and academic adjustment marked the transition of college students. They commonly question their relationship, direction of life and self-worth (Chickering, 1969). As college students will face new way of life. In university life, the students certainly have many task to do and could make students’ emotional problems. The emotional problem can be manifested as psychological distress, somatic distress, anxiety, low self-esteem and depression (Gerdes & Mallinckrodt, 1994). Moreover can make the students dropping out from the campus. In this condition, the strategies of emotion regulation can affect the students’ dealing with the problem (Wilson, Barnes-Holmes, & Barnes-Holmes, 2014). Adjusting well to the new college life needs a variegated and flexible set of responses to the changing demands. Students face several new challenges such as interacting with an unfamiliar physical space, taking part on new social roles, and navigating cultural norms that happen in environment. In addition, the curriculum and extra-curriculars are likely less structured and more variable from day-to-day than what students experienced pre-college. Given the transitional changes, students often experience set backs that are frustrating or overwhelming, prompt homesickness, or invite feelings of angeror regret for deciding to leave the familiarity and comfort of home. In