Emotion Regulation Training for Prospective Brides: Enhancing Emotional Satisfaction in Marriage

Emotion Regulation Training for Prospective Brides: Enhancing Emotional Satisfaction in Marriage

Ermalina, Djudiyah

 Master of Science Psychology, University of Muhammadiyah Malang

DOI: https://dx.doi.org/10.47772/IJRISS.2025.917PSY0039

Received: 22 May 2025; Accepted: 28 May 2025; Published: 03 July 2025

ABSTRACT

Marriage preparation is a crucial phase often accompanied by emotional and psychological challenges. Limited emotion regulation skills can negatively affect relationship quality and reduce an individual’s readiness for marital life. This study aims to evaluate the effectiveness of a psychoeducation program in enhancing emotion regulation among young adults in their final year of university who are preparing for marriage. A quasi-experimental one-group pre-test–post-test design was employed, involving six participants selected through purposive sampling. The intervention consisted of three support group sessions incorporating lectures, group discussions, audiovisual materials, and emotion regulation training. The Wilcoxon Signed-Rank Test was used to analyze changes in participants’ emotion regulation scores before and after the intervention. The results showed a significant improvement in participants’ emotion regulation abilities, with the mean score increasing from 18.67 (pre-test) to 30.33 (post-test). The Wilcoxon test was chosen due to the small sample size and non-parametric nature of the data. These findings suggest that the psychoeducation program effectively supported participants in developing better emotion regulation skills. It is recommended that similar programs be integrated into university-based marriage preparation curricula, accompanied by clear implementation guidelines. Furthermore, long-term evaluations assessing sustained emotional outcomes and marital satisfaction are needed to determine the program’s lasting impact.

Keywords: emotion regulation, marriage preparation, psychoeducation, university students

INTRODUCTION

Early adulthood is a period of physical, intellectual and social transition from adolescence to late adulthood. Early adulthood is a period full of challenges. Early adulthood can begin in the teens or early twenties and last until the thirties [1]. According to developmental theory [2]age of marriage is in early adulthood, namely 20-40 years of age or 18-40 years of age, besides that Hurlock [2] added that early adulthood is a problematic period because in early adulthood many problems are caused by self-adjustment to matters related to marriage preparation. Early adulthood has specific developmental characteristics, namely human physical conditions are generally at the peak of life, cognitive abilities and moral judgments are assumed to have developed more complexly, have determined career choices and already have a settled job. Having relatively stable personality traits and styles, is a stage of making decisions about more intimate relationships and personal lifestyles that will be lived, and most people are married and even become parents [3].

Marriage at an early age is a natural thing to happen, because as stated in the government regulations in the marriage law No. 1 of 1974 article 7 paragraph (1) which reads “Marriage is only permitted if the man has reached the age of 19 (nineteen) years and the woman has reached the age of 16 (sixteen) years”. Based on this law, if a woman has reached the age of 16 years and or has completed upper secondary education and the equivalent, wants to get married but also still wants to continue her education to a higher level, it is not against the law.

Generally, every couple dreams that they are able to adjust to challenges and stresses and build the strongest possible framework of a shared relationship. The most important thing for achieving happiness is marital adjustment. Marital adjustment is carried out by married couples throughout the life of the marriage. A marriage requires continuous adjustment because the differences that exist in couples make obstacles in living marital life, even allowing conflict in marriage [4]. Marriage is an event that is generally experienced by every individual, in marriage, individuals usually expect to get proper fulfillment of needs with a partner. Every married couple usually expects the fulfillment of psychological needs, social needs, sexual needs, and material needs from their partner [5].

Based on the initial assessment conducted using the off-record interview method to married couples with various ages of marriage, it was found that the average married couple felt that the root of domestic problems was the economy, communication, differences of opinion, work, insensitive partners, lack of time for couples, and emotions of couples. This is in line with research conducted by Wulan and Chotimah [6] The psychological needs they expect are in the form of emotional needs for love, affection, acceptance of the individual as a whole, and self-fulfillment. The social needs expected from marriage include the need for a partner who can always be present in their lives and is a new experience for the individual. Expected sexual needs are also in the form of fulfilling psychological and sexual psychological needs that can be met when you have a partner. The material needs that are meant to be fulfilled when they have a partner are the need for security obtained from their partner.

Emotional maturity is important for maintaining relationships in marriage. In family life, the emotional maturity of the husband and wife determines the well-being of the household [7]. Emotions that arise such as high ego will result in frequent arguments between each partner without either party wanting to give in, it then leads to how a person manages emotions or what is commonly called emotion regulation. However, the age of the man and woman is not the only benchmark to determine whether the couple has good emotion regulation or not. Emotion regulation according to Chen [8] is a person’s way of regulating and changing their own emotions and the emotions of others. According to Reivich & Shatte [9], When someone has regulation skills, they will be able to stay calm when under pressure. Based on these opinions, it can be concluded about the meaning of emotion regulation, namely the ability that individuals have to regulate the emotions felt within themselves and the surrounding environment. A person is able to control his emotions when he can realize and understand the negative emotions that arise from within himself, and is able to control his attention to something (attentional process). In general, individuals who have low emotional regulation will find it difficult to solve problems and will actually add to the problem. This also applies to couples who have entered into marriage.

According to Walsh [10], While psychoeducation can serve as the sole intervention measure, it is often used in conjunction with several other measures to help individuals deal with specific life situations. The psychoeducational approach is based on recognizing the strengths of the individual and emphasizing the current situation. According to Brown [11], Psychoeducation in the context of psychoeducation, either individually or in a group, not only provides important information related to the problem the participant is facing, but also teaches skills that are considered essential for them to deal with the situation. Group psychoeducation can be conducted at various age levels and educational levels. The group psychoeducation approach emphasizes learning and education rather than self-understanding and self-awareness, with cognitive aspects accounting for a greater proportion than affective aspects.

Based on the previous description, it can be seen that emotion regulation has an important role in maintaining marriage stability, so researchers are interested in providing psychoeducation in the form of emotion regulation to students (early adults) who want to get married. This research aims to provide awareness that emotion regulation has an important role in maintaining marriage stability. Of course, this research wants to provide benefits in the form of education to students who want to get married, regarding the importance of emotion regulation in building a harmonious marriage world.

RESEARCH METHOD

The variable in this study is emotion regulation according to Gross, which is the process of individuals to shape their emotions and know how to express their emotional expressions [12]. The variable in this study is emotion regulation according to Gross is the process of individuals to shape their emotions and know how to express their emotional expressions. There are two kinds of strategies in regulating emotions as described by Gross and Thompson [13], namely response focused strategies (expressive suppression) which is the implementation of response regulation by inhibiting the appearance of excessive emotional expressions including tone of voice, attitude and behavior, and facial expressions. This strategy is useful for controlling excessive emotions that arise, but this does not reduce the emotions that arise. Antecedent focused strategy (cognitive reappraisal) as the second strategy is a strategy that individuals will do when emotions arise and this occurs when before individuals respond to existing emotions. These two strategies will be measured using ERQ developed by Gross & John [12].

Research Design

This research is a type of quasi-experimental research with the research design used one group pre-test and post-test. In this study, there were two assessments, namely before and after treatment. In addition, this study only used one group, namely the experimental group, without a control group. The research was conducted over two days with 3 sessions.

Research Target/Subject

The research subjects used were 6 students aged 21-26 years, having a desire to get married, with female and male gender who had a pre-test score in the moderate to low category, which was measured using Gross’ emotion regulation scale.

Research Procedure

Researchers prepared and compiled a module to serve as a field guide in the context of psychoeducation to improve emotion regulation in marriage preparation. Determination of subjects based on the category of individuals who experience low to moderate emotional regulation. Followed by researchers providing treatment in the form of psychoeducation and emotion regulation training with 3 sessions.

In the first session, the facilitator explained the topic to be discussed, namely material about marriage, emotions and the importance of emotional regulation in marriage preparation. The material was delivered using the lecture method which included the definition of marriage, aspects of marriage readiness, the definition of emotions, types of emotions, causes of emotions, and the influence of emotions on physical and behavior. In addition, it also explained the meaning and aspects of emotional regulation and the importance of emotional regulation in marriage preparation. After the presentation of the material, the participants were given the opportunity to ask questions about the material that they did not understand, of course the facilitator also gave other participants the opportunity to answer questions that they knew the answers to as a form of apperception for the participants. Judging from the active discussion, it can be seen that the participants were able to understand the material presented by the facilitator, although there was still some confusion experienced by the participants. After the discussion on the material presented was sufficient, it was continued to the next session.

In the second session, the facilitator presented a movie entitled “Noktah Merah Perkawinan”, the movie contains messages about conflict and problem solving in the household, of course it contains messages about the importance of emotional regulation in marital relationships. Participants showed enthusiasm when watching the movie, it was shown by the reactions of the participants such as some were angry, and some cried. After the presentation of the movie, participants were directed to form groups of two. Each group was asked to dissect the film that had been watched and the results of the analysis of the group discussion would be presented by representatives of each group. As expected by the researcher, participants can cognitively understand and explain the emotions experienced by the cast of the film. So it can be concluded by the researcher that the delivery of material and strengthened by the provision of films can help participants to realize and understand the importance of emotional regulation in marriage.

In the third session, the facilitator provided emotion regulation training with several stages. Situation selection (at this stage participants are also trained to sort out situations that cause positive emotions). Situation modification (participants are taught to modify situations that bring up negative emotions so that they become pleasant situations and have a positive impact). Attentional deployment (helping participants train to shift their attention to things that bring up positive emotions). Cognitive change (training participants to change their mindset from negative to positive thoughts). Each stage was followed by participants with discipline and in accordance with the direction of the facilitator. Participants were able to recognize emotions from the film footage shown, participants were also able to explain fun activities as one of the strategies to divert negative emotions, participants were also able to change negative mindsets caused by negative emotions into more positive mindsets. From these results and the results of the pre-test and post-test tests, it can be seen that the participants’ emotional regulation has increased after being given training.

Table I Intervention Activities

Instruments and Data Collection Techniques

This study uses the ERQ (Emotion Regulation Questionnaire) scale developed by Gross & John [12]. There are 2 indicators of ERQ which consists of 6 items and suppression which consists of 4 items. The internal reliability coefficient of ERQ is quite satisfactory, namely reappraisal of 0.79 and suppression of 0.73 [12]. The ERQ is used to assess an individual’s habitual use of two emotion regulation strategies. Responses to the ERQ are given a 4-point range with Likert Scale types ranging from point 1 (strongly disagree) to point 4 (strongly agree). ERQ assessment is done by summing up the total value of the subject’s response on each item in the indicator. ERQ interpretation is done by looking at the total score to identify individual emotion regulation. The higher the total value of individual emotion regulation, the higher the individual’s emotion regulation.

Data Analysis Technique

After data collection was carried out, the researcher carried out the data analysis process using statistical data management using SPSS version 22 with non-parametric analysis (subjects under 30 students) Wilcoxon seta explained descriptively by comparing pre-test and post-test scores with the aim of seeing the difference in treatment. If the post-test value is higher, it means that the treatment given has an effect.

RESULT AND DISCUSSION

Based on the results of the pre-test score, it is known that subjects 1, 2 and 3 have emotional regulation in the low category. Meanwhile, subjects 4, 5 and 6 have emotional regulation in the moderate category. Based on the pre-test results, the researchers then conducted emotion regulation training to help the subjects improve emotional regulation.

After giving treatment in the form of emotion regulation training. The results showed that emotion regulation training had an effect on the participants. Positive Ranks indicate that five participants experienced an increase in emotional regulation scores after the intervention, Negative Ranks were not observed, suggesting that no participants showed a decrease in their scores. There were no ties, indicating that each participant’s score changed following the intervention. These results can be described through the table 2.

Table Ii Statistical Test Mean Pre Dan Post

From the table 3, the Wilcoxon test results obtained the asymp. Sig in students with a value of p <0.05 (p = 0.043). These results show that the significance assessment of 0.043 is smaller than the p value so that it can be said that giving treament has an effect in increasing emotional regulation in students with an average increase of 15.00. The p-value = 0.043 is below the standard significance level of α = 0.05, indicating a statistically significant difference between pre-test and post-test scores. The negative Z value suggests a general trend of increasing scores post-intervention. These findings demonstrate that the psychoeducational intervention significantly improved participants’ emotional regulation abilities.

Table Iii Wilcoxon Test Data Pre-Test And Post-Test

The figure 1 is a diagram that illustrates the results of the pre-test and post-test with three categories, namely 1) Value < 20 (low emotional regulation), 2) value between 20-30 (moderate emotional regulation), 3) > 30 (high emotional regulation). Based on the bar chart comparison of pre-test and post-test scores, it can be seen that the post-test results are higher than the pre-test scores. This means that in subjects 1, 2 and 3 before being treated the subject had emotional regulation in the low category, but after being treated the results showed that the post-test value rose to the moderate category. Then, in subjects 4, 5 and 6 before being treated the subject had emotional regulation in the moderate category, but after being treated the results showed that the post-test value had increased, namely in the high category. Participants 1, 2, and 3, initially in the low category, moved up to the moderate category after the intervention. Participants 4, 5, and 6, initially in the moderate category, improved to the high category post-intervention. This upward shift across all participants confirms that the intervention had a positive impact across both lower and moderate emotional regulation baselines.

Fig. 1 Diagram of Pre-Test and Post-Test Comparison Scores.

This is reinforced by the average score per aspect which has increased from pre-rest to post-test. Figure 2 presents the average scores per aspect of emotional regulation as measured by the Emotion Regulation Questionnaire (ERQ), specifically: Cognitive Reappraisal: The ability to reframe or reinterpret emotional situations. Expressive Suppression: The ability to inhibit outward emotional expressions. Both aspects showed an increase in average scores from pre-test to post-test, indicating improved use of both emotion regulation strategies among participants. This improvement demonstrates that the intervention was successful in enhancing both cognitive and behavioral components of emotional regulation, consistent with Gross & John’s theoretical framework. The following is a graph of the average score every aspect.

Fig. 2 Aspect Average Score.

The Wilcoxon test results confirm a significant improvement (p = 0.043) in emotional regulation post-intervention. All participants demonstrated measurable improvement, with none remaining in or regressing to a lower emotional regulation category. These results support the effectiveness of psychoeducational programs in preparing young adults emotionally for marriage, and advocate for their integration into university-level marriage preparation curricula.Psychoeducation is expected to continue to be provided by the university as part of the marriage preparation program for students. Thus, students will better recognize emotions and understand the importance of emotional regulation in marriage. Marriage is a sexual relationship that involves the emotional side based on the rights and obligations as husband and wife [14]. A marriage relationship that is accompanied by the ability to solve the problems that are being experienced can encourage a sense of happiness. Conversely, if there is a problem that cannot be overcome, it will cause discomfort in the marriage [15]. Pre-marital readiness is necessary, where individuals must be ready to engage in intimate relationships, know their responsibilities and be ready to organize married life [16]. According Saidiyah  &  Julianto [17],  Marriage readiness can support the improvement of a person’s ability to handle problems, communicate well, and improve mental and financial capabilities. This readiness is what they should know and prepare before choosing to live a married life. Therefore, this psychoeducation on marriage readiness specifically for adolescents raises three marriage readiness which include physical readiness, psychological readiness, and financial readiness. Marriage readiness is the willingness of each individual to continue the relationship to a serious stage with their partner, know their respective roles and responsibilities, have intimate relationships, take care of their children and manage their family [3]. Psychoeducation [18] dikutip Walsh,  is an intervention that can be carried out in individuals, families, and groups that focus on educating participants about significant challenges in life, helping participants develop sources of support and social support in facing these challenges and developing coping skills to deal with these challenges. The results obtained by using psychoeducation have a positive effect on the intention of individuals or couples to have good / positive emotional regulation before and during marriage.

Emotion regulation is the ability to monitor, evaluate, and modify emotional reactions intended to achieve a goal. Research conducted [19] found that the ability to regulate emotions well makes individuals able to minimize the emergence of negative emotions when faced with a pressure. Gross & Thompson’s exposure [20] Emotion regulation can be understood as the process of conscious or unconscious intervention into emotional experience that enables the change of experience and expression of affect from a natural response to another more effective response. Emotion regulation failure is present in a variety of psychiatric disorders such as major depression, bipolar, anxiety, and borderline [21].

This is in line with previous research which states that support from educational institutions and families has a significant impact on the emotional and psychological readiness of individuals in facing marriage [22]. Other research also reinforces the finding that effective emotion regulation in marital relationships can improve the quality of communication and happiness of couples, as well as reduce conflict caused by the inability to manage emotions [12]. Other research states that this activity is also in line with Firdaus’ research, et al [23] psychoeducation activities show that there is an increase in knowledge about emotions and how to manage emotions well. According to Gross and John [24] In determining appropriate attitudes and behaviors, the assessment of individual emotions is needed to achieve emotional balance. Thus, emotional appraisal is one of the important efforts so that individuals are able to distinguish the emotions they feel and identify the stimulus that gives rise to these emotions so that the behavior that arises as a reaction to the stimulus is not negative or harmful.

CONCLUSIONS

Based on the results of this study, the provision of psychoeducation on emotion regulation demonstrated a statistically significant effect in improving the emotional regulation abilities of students preparing for marriage. This is supported by the Wilcoxon test result (p = 0.043), indicating a meaningful difference between pre-test and post-test scores. These findings suggest that structured psychoeducational interventions can effectively enhance emotional competence among prospective brides and grooms. However, these conclusions should be interpreted with caution due to certain methodological limitations. The small sample size (n = 6) and the absence of a control group limit the generalizability of the findings and reduce the ability to attribute changes solely to the intervention. Future studies are encouraged to include a control group and a larger, more diverse sample to improve the validity and reliability of the results.

Despite these limitations, this study provides valuable insights into the critical role of emotion regulation in marriage preparation. The findings support the integration of emotion regulation training into university-based premarital education programs. For broader implementation, future research should also explore the long-term impact of such interventions on marital satisfaction and emotional resilience. Additionally, further studies could investigate how individual differences—such as personality traits or prior relationship experiences—interact with the effectiveness of emotion regulation training. In conclusion, enhancing emotion regulation through psychoeducation offers a promising approach to prepare young adults for the emotional demands of marriage, and it should be considered an essential component of premarital readiness programs..

ACKNOWLEDGMENT

We would like to express our deepest gratitude to all parties who supported and contributed to the completion of this research, titled ” Emotion Regulation Training for Prospective Brides: Enhancing Emotional Satisfaction in Marriage”. Our heartfelt appreciation goes to our academic advisor, Dr. Djudiyah, M.Si., for her invaluable guidance, insights, and encouragement throughout the research process. We also extend our sincere thanks to the University of Muhammadiyah Malang for providing the necessary resources and facilities to carry out this study.

We are especially grateful to the participants who willingly took part in this study and shared their experiences openly. This research would not have been possible without their engagement and commitment. Finally, we thank our families and friends for their unwavering moral support throughout this journey.

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