Adolescence is widely recognized as a transitional phase that serves as a bridge between puberty and adulthood. This developmental period is marked by attaining physical, intellectual, and moral maturity, yet it often falls short in emotional maturity. Adolescents remain reliant on the need for affection and emotional support from those around them (Feingold et al., 2022). This phase is known by various names, including the "turbulent revolution," and "second birth." (Griffin et al., 2022), "storm and stress," or simply a time of heightened anxiety. Adolescence is universally acknowledged as a challenging and tumultuous stage of life, characterized by heightened stress levels and emotional volatility, primarily due to the numerous life changes they must navigate.

Previous studies have extensively documented the biological intricacies of adolescence, highlighting the period's rapid physical growth, hormonal fluctuations, and their profound impacts on self-esteem and self-confidence ((Zavareh et al., 2015); (Cîndea & Balaci, 2022)). Traditionally, the turbulence of adolescence was attributed primarily to hormonal changes. However, contemporary research has increasingly recognized the pivotal role of brain development in shaping adolescent behavior and cognition. Daniel J. Siegel's seminal work, "Brainstorm: The Power and Purpose of the Teenage Brain," delves into the unique functioning of the adolescent mind, emphasizing alterations in memory, cognition, emotional regulation, and interpersonal relationships during this transformative phase (Mideksa et al., 2021). Despite significant advances in understanding brain development, there remains a notable gap in research regarding the specific mechanisms behind the reorganization of cerebral connections and myelination in cortical regions, and their implications for adolescent behavior and psychological well-being. Thus, while existing studies provide valuable insights into the biological underpinnings of adolescence, further research is needed to elucidate the nuanced interactions between brain development, hormonal changes, and psychological functioning during this critical developmental period.

Previous research has highlighted the complex dynamics of adolescent relationships, emphasizing a transition marked by distancing from parental authority and a heightened focus on peer connections (Wang et al., 2023). This shift reflects adolescents' growing need for independence and self-assertion often manifested through experimentation with novel behaviors within their peer groups. However, despite the exploration of new social roles, adolescents grapple with challenges in identity formation and self-evaluation ((Reid et al., 1998); (Shaunessy & Suldo, 2010)). Furthermore, contemporary adolescents navigate additional complexities, such as the influence of digital communication and social media on their social interactions and self-perception. Romantic relationships remain a significant aspect of adolescent psychological development. Moreover, they are now contending with the pressures of online communication, virtual interactions, and cyberbullying. Additionally, the contemporary educational landscape presents adolescents with a myriad of options and challenges, including increased academic competition, technological advancements, and uncertainty about future career prospects. These evolving socio-cultural factors underscore the need for a nuanced understanding of contemporary adolescent experiences and coping strategies, reflecting a gap in current literature and emphasizing the relevance and timeliness of the present study.

This study’s importance underscores the pressing need to comprehend cognitive-emotional coping strategies among adolescents. As a critical phase in individual development, Understanding how teenagers manage stress and emotional challenges can provide invaluable guidance for mental health practitioners, educators, and parents alike. This research aims to shed light on the coping strategies employed by adolescent girls and boys, as well as to discern gender differences in the utilization of these coping strategies. By understanding the factors influencing adolescents' ability to cope with stress and challenges, mental health practitioners can design more effective and targeted interventions. Furthermore, educators can develop coping skills development programs tailored to the needs of adolescents within formal education settings. Parents can also leverage the findings of this research to assist their children in navigating emotional challenges more effectively and promoting their mental well-being during this challenging transitional period. Thus, research on cognitive-emotional coping strategies among adolescents holds significant urgency in supporting their positive development and well-being.

The study involved 130 high school students from various technological branches in Jakarta, Indonesia. Random sampling method was used to ensure balanced representation of gender and agewith an age range of 16-18 years. Specifically, the sample comprised 40 students aged 16 (20 males and 20 females), 50 students aged 17 (25 males and 25 females), and 40 students aged 18 (20 males and 20 females), achieving a gender distribution of 51% girls and 49% boys. Calculating the weighted mean age across all participants yielded an approximate age of 17.00 years, with both males and females exhibiting a mean age of around 17.00 years. This rigorous sampling strategy aimed to accurately capture the technological literacy levels of high school students in Jakarta, Indonesia, while ensuring representation across diverse age and gender demographics.

Data collection for this study was conducted through a structured survey administered to participants during regular school hours. The survey was facilitated within participants' classrooms under the supervision of a school counselor. Utilizing a standardized approach recommended by the Cognitive Emotion Regulation Questionnaire (CERQ) administration manual, participants were provided with clear instructions on how to complete the questionnaire. The questionnaire consisted of 36 items, each focusing on different cognitive-emotional coping strategies.

Participants were asked to rate the frequency of employing each coping strategy on a five-point Likert scale, ranging from 1 (rarely) to 5 (almost always). This method allowed for the quantification of participants' engagement with various coping strategies. To ensure consistency and reliability in data collection, the survey was administered using established protocols outlined in the CERQ administration manual. Additionally, the presence of a school counselor during the survey helped address any queries or concerns raised by participants, further enhancing the quality of the data collected.

The variables used in this study are as follows: Self-blame refers to the tendency of individuals to attribute responsibility and fault to themselves for adverse events or outcomes, reflecting the extent of selfcriticism and self-reproach when facing stressors. Acceptance denotes the ability to acknowledge and accept the reality of stressful situations without attempting to change or resist them, indicating a non-judgmental and nonresistive stance towards adversity. Rumination pertains to the repetitive dwelling on negative thoughts and feelings related to past or current stressors, assessing persistent and unproductive reflection. Positive refocusing refers to the capacity to redirect attention towards positive aspects or alternative perspectives in response to stressors, measuring the shift from negative to constructive aspects of experiences. Planning denotes the cognitive process of formulating strategies and action plans to cope with stressors or achieve desired goals, evaluating systematic and organized thinking. Positive reappraisal reflects the ability to reinterpret or reevaluate stressful situations optimistically, assessing the use of cognitive strategies to find meaning or growth. Putting into perspective refers to viewing stressful events within a broader context or timeframe, measuring the adoption of a balanced and nuanced perspective. Catastrophizing denotes the tendency to exaggerate the severity or consequences of stressful events, leading to heightened distress and hopelessness, and assesses catastrophic thinking. Blaming others pertains to attributing responsibility or fault for adverse events to external factors or other people, measuring the extent of deflecting accountability and assigning blame to others.

The primary instrument used for data collection was the Cognitive Emotion Regulation Questionnaire (CERQ), a validated tool designed to assess cognitive coping strategies. The CERQ consists of 36 items divided into nine subscales: Self-Blame, Acceptance, Rumination, Positive Refocusing, Refocus on Planning, Positive Reappraisal, Putting into Perspective, Catastrophizing, and Blaming Others. Each item is rated on a five-point Likert scale ranging from 1 (almost never) to 5 (almost always). The questionnaire items are distributed evenly across nine evaluation scales, each focusing on a distinct cognitive-emotional coping strategy: Self-blame, Acceptance, Rumination, Positive refocusing, Planning, Positive reappraisal, Putting into perspective, Catastrophizing, and Blaming others.

Participants completed the questionnaire during regular school hours, within their classrooms, under the supervision of a school counselor. Following the recommendations in the questionnaire's application and user manual, standard instructions were used to complete the CERQ.For rating, participants assessed the extent to which they employed each cognitive-emotional coping strategy on a five-point scale, ranging from 1 (rarely) to 5 (almost always). Subscale scores for each individual were computed by summing the scores corresponding to the items within the respective subscale, with scores ranging from 4 (indicating the strategy is rarely used) to 20 (indicating the strategy is frequently used).

Before data collection, informed consent was obtained from all participants as well as their parents or guardians, ensuring that participants were fully aware of the study's purpose, procedures, and their rights to withdraw at any time. A pilot test was conducted with 30 students to ensure the clarity and reliability of the questionnaire items. The results indicated a Cronbach's alpha of 0.86, suggesting high internal consistency and reliability of the CERQ for this population. Feedback from the pilot test was used to make minor adjustments to the wording of certain items. The CERQ was administered to participants in their respective schools during a scheduled class period. Researchers provided instructions and were available to answer any questions. To ensure honest responses, students were assured of the confidentiality and anonymity of their answers. Completed questionnaires were collected and checked for completeness. Data was then entered into SPSS 20 for analysis. Any incomplete or inconsistent responses were excluded from the dataset.

The collected data underwent a rigorous quantitative analysis using SPSS 20 software. This process involved computing the percentage distribution of cognitive-emotional coping strategies among adolescent girls and boys across different usage levels, including "very high," "high," "above average," "average," and "below average." Additionally, a comparative analysis was conducted within the SPSS 20 environment to investigate potential gender disparities in the prevalence and utilization levels of these strategies. Through a thorough examination of distribution tables, any notable distinctions between girls and boys in their adoption of cognitive-emotional coping strategies were identified.

Furthermore, strategies were meticulously classified as either adaptive or maladaptive based on their observed usage levels using SPSS 20's analytical capabilities. Adaptive strategies, such as Positive reappraisal, putting into perspective, and Planning, were discerned from maladaptive ones, including Catastrophizing, Rumination, Self-blame, and Blaming others. To enhance comprehension and elucidate trends, the findings were visually depicted using tables and figures generated within the SPSS 20 software. These visual representations provided a clear overview of the distribution patterns of cognitive-emotional coping strategies among adolescent girls and boys, facilitating a comprehensive understanding of the study outcomes.

The analysis of the data obtained from the Cognitive-Emotion Regulation Questionnaire (CERQ) revealed intriguing patterns of cognitive-emotional coping strategies used by adolescent girls and boys within the study sample. To provide a comprehensive overview, we have included tables to illustrate the distribution of these strategies.

Table 1 shows the percentage distribution of cognitive emotional coping strategies employed by adolescent girls. These strategies were divided into different usage levels, ranging from "very high" to "below average". From Table 1, it is evident that girls predominantly employ Catastrophizing and Rumination at very high levels, indicating that a significant proportion engage in negative thought patterns when facing stressful situations. Self-blame is also employed at a high level. While Acceptance, Positive refocusing, and other blame are employed at above-average levels, no strategies are used at an average level. However, Planning, Positive reappraisal, and Putting into perspective are found at below-average levels, with relatively higher proportions.

Table 2 presents the distribution of cognitive-emotional coping strategies among adolescent boys, categorized by usage levels.

Table 2 reveals a more balanced distribution of cognitive-emotional coping strategies among boys. Unlike girls, boys do not employ any strategies at a "very high" level. However, they utilize strategies such as Self-blame, Blaming others, Catastrophizing, and Rumination at "high" or "above average" levels. Additionally, boys show greater diversity in their use of strategies, with some adaptive strategies like Positive refocusing, putting into perspective, and Acceptance also being employed at "above average" levels.

Figure 1 and Figure 2 graphically represent the levels of use for a comprehensive understanding of the prevalence of adaptive and maladaptive strategies among girls and boys. In Figure 1, it is evident that girls use maladaptive strategies more frequently than adaptive strategies. Specifically, rumination and catastrophizing are used at a "very high" level, while self-blame is employed at a "high" level, and blaming others is used at an "above average" level. Conversely, adaptive strategies like positive reappraisal, putting into perspective, and planning are employed at lower levels, with the majority of them being "below average."

Figure 2 illustrates that boys have a more balanced distribution of cognitive-emotional coping strategies, with no strategies reaching "very high" usage levels. Maladaptive strategies such as self-blame, catastrophizing, Blaming others, and rumination are employed.

The findings of this study provide valuable insights into the cognitive-emotional coping strategies adopted by adolescent girls and boys, hightlighting how gender influences their approach to managing stressors. However, further exploration is needed to fully understand the nuances of these gender disparities, their prevalence, implications for adolescent mental well-being, and ongoing debates within the field, drawing from prior research.

Our study's findings align with existing research, confirming significant gender disparities in coping strategies among adolescents. Notably, adolescent girls exhibit a pronounced inclination towards employing maladaptive coping mechanisms, with Catastrophizing and Rumination being predominant strategies. These maladaptive approaches involve amplifying adverse outcomes and persistently dwelling on distressing thoughts, indicating a propensity towards negative cognitive patterns during stress strategies ((Ashley & Kleinpeter, 2002); (Senad, 2022)). This aligns with the findings of (Xu et al., 2022) and (Lee & Mason, 2014), whichunderscores the prevalence of these maladaptive approaches among adolescent girls. These maladaptive strategies involve amplifying adverse outcomes and persistently dwelling on distressing thoughts, indicating a propensity towards negative cognitive patterns during times of stress.

In contrast, boys shows a more balanced distribution of coping strategies, incorporating both maladaptive options, such as Self-blame and Catastrophizing, and adaptive strategies like Positive refocusing, Putting into perspective, and Acceptance (Eschenbeck et al., 2007). This multifaceted approach suggests that boys possess greater coping versatility when confronted with various stressors. Research by (Mideksa et al., 2021) further supports this notion, highlighting the diverse coping repertoire exhibited by boys in managing stressors. Similarly, (Wang et al., 2023) found that adolescent boys tend to utilize a broader range of coping mechanisms compared to girls, indicating greater flexibility in their approach to dealing with stress.

A central debate in adolescent coping strategies concerns the delicate balance between coping versatility and the prevalence of maladaptive strategies. Some researchers argue that the diversified coping repertoire displayed by boys may enhance resilience and adaptability in the face of stress(Rosbo-Davies et al., 2022)(Happé et al., 2016)(Poon & Knight, 2012). Boys' willingness to engage with a wide range of coping mechanisms implies that they may have a more extensive toolkit for effectively managing diverse stressors. This aligns with by (Rosbo-Davies et al., 2022), who proposed that boys' willingness to engage with a wide range of coping mechanisms implies that they may have a more extensive toolkit for effectively managing diverse stressors. This multifaceted approach to coping may equip boys with greater resilience and adaptability, enabling them to navigate various challenges more effectively.

However, it is crucial to acknowledge the concerns raised by the significant use of maladaptive coping strategies observed among both girls and boys. While boys exhibit coping versatility, the prevalence of maladaptive strategies across the gender spectrum warrants serious consideration. Research suggests that an overreliance on maladaptive coping mechanisms may lead to adverse emotional consequences, potentially exacerbating stress and anxiety levels among adolescents.

Thefindingsofthisstudyhaveprofoundimplicationsforadolescentmentalwell-being. Understanding gender-specific coping patterns can inform targeted interventions aimed at promoting healthier coping strategies, particularly among adolescent girls who appear to be at a higher risk of employing maladaptive approaches. These interventions hold the potential to enhance emotional resilience and mitigate the adverse effects of stress during this critical developmental phase.

Future research endeavors should delve deeper into the factors influencing the selection of coping strategies among adolescents. Consideration of the intricate interplay between sociocultural, familial, and individual variables is essential for a more comprehensive understanding of adolescent coping. Furthermore, investigating the effectiveness of interventions designed to foster adaptive coping strategies should be a priority, with a focus on their impact on adolescent mental health and emotional well being.

Our study reveals the diverse cognitive-emotional coping mechanisms used by adolescent girls and boys, highlighting significant gender differences and providing insight into important aspects of adolescent mental health. The observed differences highlight the intricate nature of teenage development and emphasize the necessity for focused interventions that aim to strengthen emotional resilience, customized to address the unique requirements of each gender.

The results of this study have significant consequences for mental health professionals, educators, and parents. The strong tendency of teenage girls to use unhealthy coping mechanisms highlights the urgent requirement for therapies aimed at improving their emotional coping abilities. By attending to this requirement, therapies can alleviate the possible adverse emotional outcomes linked to maladaptive coping mechanisms and promote more favorable emotional growth.

Furthermore, the ongoing discussion about the fragile balance between adaptability in dealing with challenges and the prevalence use of ineffective strategies emphasizes the need for further research and action. Although the diverse range of coping method may enhance boys' resilience, the high occurrence of maladaptive strategies among teenagers, regardless of gender, remains a concern. It is crucial to address this issue through evidence-based therapies to decrease stress and anxiety among teenagers and increase their general well-being.

As we contemplate the consequences of our discoveries, we are reminded of the significant duty that accompanies the examination of teenage growth. It is not just a scholarly endeavor but a dedication to comprehending and assisting the real-life encounters of young folks as they navigate the challenging journey of puberty. By providing support and personalized interventions, we can encourage teenagers to face difficulties with resilience, determination, and mental health as they transition into adulthood.

The findings of this study offer valuable insights into the cognitive-emotional coping strategies employed by adolescent girls and boys, shedding light on potential underlying mechanisms and contributing factors. From a theoretical perspective, the identification of gender-specific patterns in coping strategies adds nuance to existing theories of adolescent development and coping mechanisms. It underscores the importance of considering gender dynamics in understanding how adolescents navigate stressors and challenges. Additionally, the classification of coping strategies as adaptive or maladaptive provides a framework for further theoretical exploration into the effectiveness of different coping mechanisms in promoting psychological well-being and resilience during adolescence.

Mental health professionals can develop tailored interventions that specifically address the coping strategies employed by adolescent girls. These interventions can promote adaptive coping mechanisms while reducing the reliance on maladaptive strategies. Schools and educators can incorporate emotional coping skill development programs into their curricula, aiming to equip adolescents, regardless of gender, with effective strategies to navigate stressors. Parents play a crucial role in supporting their children's emotional well-being. This study underscores the importance of parents understanding and guiding their adolescents in adopting healthier coping strategies.

Despite the valuable insights gained from this research, several limitations should be acknowledged. Firstly, the study focused on a specific demographic of adolescents from a single geographical region, which may limit the generalizability of the findings to a broader population. Additionally, the data relied on self-reported responses, which could be subject to bias or social desirability effects. Future research should aim to include a more diverse and representative sample to enhance the external validity of the findings. Moreover, incorporating qualitative methods to better understand the underlying motivations behind coping strategy selection could further enrich our knowledge in this area.