The Effect of Social Imagination and Mindful Learning on Suicide Risk Among Balinese Adolescents with Emotion Regulation as a Mediator

This study aimed to analyze the effects of Social Imagination and Mindful Learning on suicide risk among Balinese adolescents, with Emotion Regulation serving as a mediator. Employing a quantitative explanatory design with a non-experimental approach, the study examined causal relationships within a single mediation model. The participants comprised 298 adolescents aged 15–18 years, selected through purposive sampling. Data were collected using a four-point Likert scale questionnaire and analyzed via Partial Least Squares–Structural Equation Modeling (PLS-SEM) using SmartPLS 4.  The results indicated that Social Imagination had a significant positive effect on Emotion Regulation (? = 0.470; p < 0.05) and a significant negative effect on suicide risk (? = –0.279; p < 0.05). Similarly, Mindful Learning positively influenced Emotion Regulation (? = 0.489; p < 0.05) and negatively impacted suicide risk (? = –0.187; p < 0.05). Emotion Regulation itself significantly reduced suicide risk (? = –0.527; p < 0.05) and mediated the effects of Social Imagination (? = –0.248; p < 0.05) and Mindful Learning (? = –0.258; p < 0.05) on suicide risk. The model accounted for 47.7% of the variance in Emotion Regulation and 63.8% in suicide risk. In conclusion, Social Imagination and Mindful Learning were found to effectively lower suicide risk through enhanced emotion regulation. The findings imply that suicide prevention interventions should emphasize strengthening social imagination, mindful learning, and emotion regulation tailored to the Balinese cultural context