The Effect of Problem-Focused Coping Training on the Resilience of Early Adolescent Students Across School Engagement

Abstract

Introduction: Pesantren, referred to as boarding schools, have several potential problems for students (13-17 years), including student psychological problems such as depression, feelings of pressure, and other maladaptive emotional and behavioural problems. This age is seen as a critical age for preventing disorders, seen as vulnerable to a growing range of potential mental problems, maltreatment, and violence. The condition of these problems requires adolescent students to have high resilience

Objectives : The study aimed to examine the effect of problem-focused coping on increasing the resilience of early adolescent students across school engagement using quasi-factorial design experiments.

Methods: The total number of research subjects was 30, consisting of 20 men and ten women aged 12-15 years with the lowest resilience scores. The results showed that problem-focused coping (PFC) training significantly increased the resilience of early adolescent students, especially in students in the low school engagement group. PFC proved more effective in increasing student resilience than Focus Group Discussion (FGD) in the control group.

Results: The difference in school engagement before being treated, both in high and low school engagement, did not significantly affect changes in student resilience after being treated. Moreover, there was no significant interaction between the coping method and the school engagement classification on changes in student resilience. It means that problem-focused coping training can increase the resilience of early adolescent students independently without going through school engagement.

Conclusions: PFC training can increase the resilience of early adolescent students, meaning that PFC can be a recommendation for young students who face pressure and difficulties. Therefore, they remain resilient despite facing various impediments. However, school engagement did not significantly affect changes in post-treatment student resilience, and there was also no significant interaction between coping methods and school engagement classification on changes in student resilience.