The Family Function and Depression on Junior High School Students: Does Emotional Regulation Mediate?

Authors

  • Hasanuddin Universitas Medan Area
  • Rahmi Lubis Universitas Medan Area
  • Nabila Agnil Alivia Universitas Medan Area
  • Christen Natalia Universitas Medan Area
  • Nasywa Fitri Aswali Dhiya Universitas Medan Area
  • Roza Noviardhana Hidayat Universitas Medan Area
  • Aldira Aulia Muhaimin Universitas Medan Area

Keywords:

Depression, Family function, Emotional regulation, Mediation, Student

Abstract

Junior high school students are in early adolescence, where sexual hormones are active and provoke emotional instability. Pubertal life challenges cause adolescents susceptible to depression. One of the factors that causes depression is family function. However, the influence of family function with depression is inconclusive. The capability to regulate their emotions determines adolescent depression levels. This study aims to examine the role of emotional regulation in mediating the influence of family function on depression levels in junior high school students. Three hundred and one junior high school students in Medan filled out the family function scale, emotional regulation scale, and Beck Depression Inventory-II. Data analysis using a mediation test with the Jamovi statistical software Version 4.2 showed that emotional regulation did not significantly mediate family function on depression. Family function directly affects depression levels in junior high school students. Family function impacts emotional regulation and emotional regulation influences depression levels. The results of the study are beneficial in compiling intervention programs to decrease students' depression levels by focusing on strengthening family function

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Published

2025-11-05

How to Cite

Hasanuddin, Lubis, R., Alivia, N. A., Natalia, C., Dhiya, N. F. A., Hidayat, R. N., & Muhaimin, A. A. (2025). The Family Function and Depression on Junior High School Students: Does Emotional Regulation Mediate?. International Conference on Psychology and Education (ICPE), 4(1), 1–7. Retrieved from https://proceeding.unesa.ac.id/index.php/icpe/article/view/6112

Issue

Vol. 4 No. 1 (2025): Proceeding of The International Conference on Psychology and Education (ICPE)

Section

Articles

License

Copyright (c) 2025 Hasanuddin, Rahmi Lubis, Nabila Agnil Alivia, Christen Natalia, Nasywa Fitri Aswali Dhiya, Roza Noviardhana Hidayat, Aldira Aulia Muhaimin

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