Impact of Emotional Regulation on Academic Achievement of Students at Secondary School Level

Abstract

This systematic review explores the relationship between Emotional Regulation (ER) and academic achievement in secondary school students. It aims to find how efficiently emotional regulation can increase academic achievement and reduce the rate of lower grades. Comprehensive searches were carried out through several databases for quantitative research and theoretical studies that would meet the inclusion criteria. The studies with impact of ER on academic achievement across diverse cultural backgrounds were selected. The analysis of included articles showed that emotional regulated learners are doing well in academic setting. Students who reveal competence in ER tend to exhibit higher academic achievement, thus proving that emotional regulation significantly enhances learning processes and academic achievement. This suggests that emotional regulation training should be included in education practices. Better ER may have a positive impact on academic attainment on students' resilience in overcoming the demands of secondary school. Interventions to improve emotional regulation might support students' educational careers, and their academic achievement in general. This systematic review showed a substantial association between emotional regulation and school achievement. Effective ER is associated with superior problem-solving ability, resilience, focused attention, and adaptive coping strategies.

Keywords: Emotional Regulation, Academic Achievement, Emotional Intelligence