EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS
It has been proposed that emotion regulation (ER) is a factor with a predictive capacity for academic performance. However, empirical studies are scarce and relatively little is still known about the specific relationship of RE strategies and abilities with different indicators of academic performan...
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Universidade Estadual de Maringá
2017-09-01
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doaj-24f01476ac4649b1b8bd3fae7992c9b32021-06-02T04:25:27ZengUniversidade Estadual de MaringáPsicologia em Estudo1413-73721807-03292017-09-0122329931110.4025/psicolestud.v22i3.3436017316EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPSMaría Laura Andrés0Florencia Stelzer1Lorena Canet Juric2Isabel Introzzi3Raquel Rodríguez-Carvajal4José Ignacio Navarro Guzmán5Instituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP – CONICET) Facultad de PsicologíaInstituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP – CONICET) Facultad de PsicologíaInstituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP – CONICET) Facultad de PsicologíaInstituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP – CONICET) Facultad de PsicologíaDepartamento de Personalidad y Psicología de la Salud, Universidad Autónoma de MadridFacultad de Ciencias de la Educación, Universidad de CádizIt has been proposed that emotion regulation (ER) is a factor with a predictive capacity for academic performance. However, empirical studies are scarce and relatively little is still known about the specific relationship of RE strategies and abilities with different indicators of academic performance. The aim of this study was to identify the state of the art regarding the relationship of emotional regulation with academic performance. A systematic search of empirical articles was conducted in the databases Google Scholar, ERIC and PsyArticles combining the terms emotion regulation or emotion self-regulation with: (academic) abilities, competency, achievement, success, performance, learning, school, literacy, classroom, education, reading, math. There were selected 17 items. The analysis allowed two groups to be formed. In the first group, articles evaluating ER strategies were considered. Among these studies, experimental designs and behavioral indicators predominated as ER measures. In the second group, studies evaluating ER skills were considered. In this group, studies with cross-sectional designs and measures of self-report or other reports to evaluate ER were predominant. It concludes with recommendations for future work.http://periodicos.uem.br/ojs/index.php/PsicolEstud/article/view/34360Emociónaprendizaje escolarrevisión de literatura. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
María Laura Andrés Florencia Stelzer Lorena Canet Juric Isabel Introzzi Raquel Rodríguez-Carvajal José Ignacio Navarro Guzmán |
spellingShingle |
María Laura Andrés Florencia Stelzer Lorena Canet Juric Isabel Introzzi Raquel Rodríguez-Carvajal José Ignacio Navarro Guzmán EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS Psicologia em Estudo Emoción aprendizaje escolar revisión de literatura. |
author_facet |
María Laura Andrés Florencia Stelzer Lorena Canet Juric Isabel Introzzi Raquel Rodríguez-Carvajal José Ignacio Navarro Guzmán |
author_sort |
María Laura Andrés |
title |
EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS |
title_short |
EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS |
title_full |
EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS |
title_fullStr |
EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS |
title_full_unstemmed |
EMOTION REGULATION AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EMPIRICAL RELATIONSHIPS |
title_sort |
emotion regulation and academic performance: a systematic review of empirical relationships |
publisher |
Universidade Estadual de Maringá |
series |
Psicologia em Estudo |
issn |
1413-7372 1807-0329 |
publishDate |
2017-09-01 |
description |
It has been proposed that emotion regulation (ER) is a factor with a predictive capacity for academic performance. However, empirical studies are scarce and relatively little is still known about the specific relationship of RE strategies and abilities with different indicators of academic performance. The aim of this study was to identify the state of the art regarding the relationship of emotional regulation with academic performance. A systematic search of empirical articles was conducted in the databases Google Scholar, ERIC and PsyArticles combining the terms emotion regulation or emotion self-regulation with: (academic) abilities, competency, achievement, success, performance, learning, school, literacy, classroom, education, reading, math. There were selected 17 items. The analysis allowed two groups to be formed. In the first group, articles evaluating ER strategies were considered. Among these studies, experimental designs and behavioral indicators predominated as ER measures. In the second group, studies evaluating ER skills were considered. In this group, studies with cross-sectional designs and measures of self-report or other reports to evaluate ER were predominant. It concludes with recommendations for future work. |
topic |
Emoción aprendizaje escolar revisión de literatura. |
url |
http://periodicos.uem.br/ojs/index.php/PsicolEstud/article/view/34360 |
work_keys_str_mv |
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1721408478993448960 |