The Effectiveness Of A Coping Strategy-Based Self-Talk Technique In Reducing Shyness Among Senior High School Students

Febylita Wandda Sabatharri, Diniy Hidayatur Rahman, Fitriana Naimatu Jannah

Abstract


The Effectiveness Of A Coping Strategy-Based Self-Talk Technique In Reducing Shyness Among Senior High School Students. Conventional school counseling services often remain superficial and fail to address students' negative internal dialogues and coping skills when dealing with developmental barriers such as shyness. This study aimed to examine the effectiveness of a coping strategy-based self-talk technique in reducing shyness among senior high school students through classical guidance services. In this intervention, self-talk was utilized to identify and alter negative internal dialogues, while coping strategies were employed to help students regulate anxiety and gradually face shyness-inducing social situations. A quantitative approach with a quasi-experimental pretest-posttest control group design was implemented, involving 60 tenth-grade students (30 in the experimental group and 30 in the control group) selected via purposive sampling. The intervention was delivered over four sessions of classical guidance co-facilitated by the researcher and school counselors. Data were gathered using the Indonesian-adapted McCroskey Shyness Scale. Results showed a significant decrease in shyness scores in the experimental group from a mean of 53.70 (SD = 5.61) to 42.00 (SD = 5.86) (p < 0.001, Cohen's d = 2.04), whereas the control group remained stable with a mean of 53.60 (SD = 5.61) at pretest to 53.10 (SD = 5.71) at posttest (t = 1.675, p = 0.105). The between-group posttest comparison yielded a highly significant difference (t(58) = -7.432, p < 0.001, 95% CI [-14.09, -8.11], Cohen's d = -1.92). This study provides preliminary empirical evidence regarding the integration of self-talk and coping strategies within classical guidance services to address shyness in senior high school students, while acknowledging its single-school limitation. This technique is recommended for school counselors as an integrated cognitive-behavioral school intervention.

Keywords: Classical Guidance; Coping Strategy; Self-Talk; Senior High School Students; Shyness

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References


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DOI: http://dx.doi.org/10.21043/konseling.v10i2.39375

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