Emotion Regulation Strategies and Academic Achievement among Secondary and University Students: A Systematic Review and Meta-Analysis

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dc.catalogadorjca
dc.contributor.authorRomo, Javiera
dc.contributor.authorPerez, Carola
dc.contributor.authorCumsille Eltit, Patricio Salvador
dc.contributor.authorHollenstein, Tom
dc.contributor.authorOlaya Torres, Adriana
dc.contributor.authorRodríguez Rivas, Matías
dc.contributor.authorMelero Maira, Josefina Sofia
dc.date.accessioned2025-10-02T13:43:40Z
dc.date.available2025-10-02T13:43:40Z
dc.date.issued2025
dc.description.abstractEmotion regulation is a crucial aspect of individual development across the lifespan, influencing personal and social well-being. The academic environment is a key context for emotion regulation, yet its relationship with academic achievement remains unclear. This study aimed to clarify the association between specific emotion regulation strategies—cognitive-reappraisal, expressive-suppression, social-support, problem-solving, avoidance, and self-blame—and academic achievement through a systematic review, quality assessment, and meta-correlation analysis of students in secondary and higher education. Sixteen articles comprising twenty studies were included from 1,390 records published between 2010 and 2023, with 85% rated as moderate to high quality. Most studies were conducted in university populations (70%), used GPA to assess academic achievement, and primarily employed the Emotion Regulation Questionnaire (ERQ). Meta-correlation analyses revealed significant positive associations between academic achievement and problem-solving (r = .20, p < .001), and significant negative associations with avoidance (r = –.22, p < .001) and self-blame (r = –.15, p < .01). No significant associations were found for cognitive-reappraisal, expressive-suppression, or social support. The associations between academic achievement and the strategies of expressive suppression and problem-solving varied by educational level (i.e., secondary school vs. university).These findings highlight the importance of addressing specific regulation strategies in education, as their impact on academic achievement varies by strategy and student population. The study provides a foundation to inform future research, guide educational practice, and support the integration of emotion regulation into educational policy.
dc.format.extent39 páginas
dc.fuente.origenSIPA
dc.identifier.doi10.1007/s10648-025-10054-y
dc.identifier.issn1040-726X
dc.identifier.urihttps://doi.org/10.1007/s10648-025-10054-y
dc.identifier.urihttps://link.springer.com/article/10.1007/s10648-025-10054-y
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/105870
dc.information.autorucEscuela de Psicología; Cumsille Eltit, Patricio Salvador; 0000-0002-3911-2910; 68026
dc.information.autorucEscuela de Psicología; Melero Maira, Josefina Sofia; S/I; 246715
dc.issue.numero80
dc.language.isoen
dc.nota.accesocontenido parcial
dc.revistaEducational Psychology Review
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleEmotion Regulation Strategies and Academic Achievement among Secondary and University Students: A Systematic Review and Meta-Analysis
dc.typeartículo
dc.volumen37
sipa.codpersvinculados68026
sipa.codpersvinculados246715
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