Prioritization of Personality and Environmental Predictors of Emotional Dysregulation among High School Students
Keywords:
Emotional dysregulation, impulsivity, neuroticism, family dysfunction, adolescenceAbstract
Objective: This study aimed to identify, categorize, and prioritize personality and environmental predictors of emotional dysregulation among Malaysian high school students using a sequential exploratory mixed-method design.
Methods and Materials: A sequential exploratory mixed-method approach was employed in two distinct phases. The first phase involved a qualitative thematic analysis through an extensive literature review conducted until theoretical saturation, using NVivo 14 for coding and theme development. Nine main categories of predictors were identified: impulsivity and poor self-control, neuroticism, low emotional awareness, family dysfunction, peer stress, academic pressure, digital exposure, coping deficits, and social-cultural expectations. The second phase used a quantitative ranking design with 180 Malaysian students aged 15–18 years, selected via stratified random sampling. A structured Likert-scale questionnaire based on the qualitative themes was administered. Reliability and validity were confirmed, and data were analyzed using SPSS version 26 through descriptive and inferential statistics.
Findings: Results indicated that personality-based factors were the strongest predictors of emotional dysregulation, with impulsivity and poor self-control (M = 4.63) ranked highest, followed by neuroticism and emotional instability (M = 4.51) and low emotional awareness and alexithymia (M = 4.42). Among environmental predictors, family dysfunction and parenting style (M = 4.37) and peer relationship stress (M = 4.28) were most influential. The lowest-ranked predictor was social and cultural expectations (M = 3.82). Statistical comparisons revealed significant mean differences (p < 0.05) between personality and environmental domains, confirming that internal dispositional factors exert a stronger influence on emotional dysregulation than contextual stressors.
Conclusion: The findings underscore that impulsivity, emotional instability, and family dysfunction are key determinants of adolescent emotional dysregulation. These insights emphasize the need for school-based interventions and family-centered programs that enhance emotional awareness, impulse control, and supportive communication within cultural contexts.
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