Emotional Regulation Strategies as Predictors of Academic Performance

Abstract

The present study aimed to examine the relationship between university students’ academic achievement and emotion regulation strategies, specifically cognitive reappraisal and expressive suppression. Using a quantitative correlational research design, a sample of 220 undergraduate and postgraduate students of both genders was selected through a two- stage sampling technique from a public sector institution in India. Emotion regulation was assessed using the Emotion Regulation Questionnaire (ERQ), while academic achievement was measured using the percentage of marks obtained in the most recent semester or degree. Pearson’s product–moment correlation and multiple regression analyses were employed for data analysis. The findings revealed a significant positive correlation between cognitive reappraisal and academic achievement, indicating that students who frequently use adaptive cognitive strategies tend to perform better academically. In contrast, expressive suppression showed a significant negative correlation with academic achievement, suggesting that excessive emotional suppression may hinder academic performance. Regression analysis further demonstrated that both cognitive reappraisal and expressive suppression were significant predictors of academic achievement. Additionally, gender-based analyses indicated minor differences in the strength of these relationships, with emotion regulation strategies exerting a slightly stronger influence on the academic performance of female students. The findings underscore the importance of adaptive emotion regulation strategies in promoting academic success and have important implications for counselors, mental health professionals, university administrators, and educational policymakers. Recommendations for future research are discussed in light of the present findings.