EMOTION REGULATION STRATEGIES USED BY THE MAIN CHARACTER IN INSIDE OUT 2 MOVIE

Sabila, Alif lailatul (2026) EMOTION REGULATION STRATEGIES USED BY THE MAIN CHARACTER IN INSIDE OUT 2 MOVIE. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

ABSTRACT Sabila, Alif Lailatul. (2026). Emotion Regulation Strategies Used by the Main Character in “Inside Out 2” Movie. Thesis. Departement of English Education, Faculty of Tarbiyah and Teacher Training State Islamic University of Syekh Wasil Kediri. Advisors: (I) Dr. Dewi Nur Suci, M.Pd. (II) Dr. Nurul Aini, M.Pd. Keywords: Cognitive Reappraisal, Emotion Development, Emotion Regulation, Gross process model, Movie analysis, This research examines emotion regulation strategies used by the main character, Riley, in the movie Inside Out 2 (2024). Emotion regulation is an essential psychological process that influences how individuals manage emotion responses, particularly during adolescence, a stage marked by complex emotion challenges and social pressures. This research aims to (1) identify the specific emotion regulation strategies employed by Riley in inside out 2, and (2) analyzing how these regulation strategies impact Riley’s emotion growth and social relationships as depicted in the movie. This research used qualitative descriptive design by using content analysis. Out of 28 scenes, 18 scenes collected and were analyzed, focusing on dialogues, monologues, and visual cues such as facial expressions, gestures, and situation contexts. The analysis is guided by Gross’s (2015) process model of emotion regulation, which categorizes strategies into five types, such as situation selection, situation modification, attentional deployment, cognitive change (reappraisal), and response modulation. The focus of the analysis is the main character, Riley, whose emotion experiences are interpreted through both verbal and visual representations. The results reveal that all five emotion regulation strategies are employed by Riley. The strategies appear in the following order of frequency: situation selection (3 scenes), situation modification (4 scenes), attentional deployment (2 scenes, cognitive change (reappraisal) (6 scenes), response modulation (2 scenes) These strategies can change Riley’s emotion development through a cyclical process consisting of emotion triggers, awareness, strategy selection, and emotion adjustment. The results also indicate a shift from avoidance-based strategies toward more adaptive and cognitively driven regulation, reflecting increasing emotion maturity, resilience, and social adaptability. Thus, this research highlights the change role of emotion regulation in shaping adolescent development and demonstrates the potential of movies as educational media for promoting emotion awareness.

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