Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

Abstract

Background: in the school stage, adolescents experience different emotional and motivational states involved in the learning process that play a fundamental role in their personal and academic development. In this way, the study focuses on analyzing the relationships between emotional regulation, self-efficacy and academic performance, as well as the possible mediating role of self-efficacy in both. Methods: the study included 2204 students, both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 18 years (M = 14.69; DT = 1.76). The measures used for the investigation were the Emotion Regulation Questionnaire (ERQ), the Academic Self-Efficacy Scale (ASES) and average marks were used to measure students’ academic performance. Results: The results of the study revealed a self-determined behavioral pattern characterized by high scores in emotional regulation, self-efficacy and academic performance. Likewise, the mediating role of self-efficacy between emotional regulation and student academic performance was significant. Conclusion: the influence of the academic self-efficacy variable as a mediator between the studied constructs is denoted, as well as the importance of promoting adaptive behaviors in the classroom that can lead to adequate personal development of students together with optimal academic performance.

Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students

“…There are several scales that measure stress, anxiety, or emotional regulation, and that have been used in many cases in the academic context but focused mainly on university-level students. It can be found the Pre-Examination Anxiety and Uncertainty Coping Scale (COPEAU) [ 5 ]; Academic Stress Inventory (IEA), validated in Spain and designed specifically for the evaluation of academic stress in university students [ 9 ]; Questionnaire of emotional regulation for children and adolescents (ERQ-CA), validated in the Spanish population in the school context between 10 and 19 years [ 35 , 36 ]; Depression Anxiety Stress Scale (DASS-21) [ 37 ]; Scale of Cognitive Anxiety against exams (S-CTAS), Spanish version in university students [ 7 , 38 , 39 ]; Inventory of exam anxiety (TAI), validated in Spanish and adapted to university students [ 40 ]; Inventory of anxiety against the exams-state (STAI), version in Spanish with very good validity to measure anxiety before the exams in university students [ 41 , 42 ]; and Westside Test Anxiety Scale [ 43 ].…”

“…In previous research conducted with samples of students from both the university level and from secondary and primary education, a statistically significant relationship was found between the level of anxiety and emotions with the situation of facing an exam [ 9 , 35 , 47 , 48 , 49 ]. In addition, a review with meta-analysis allows to clarify that between the ages of 11 and 14, students show a greater negative relationship between anxiety about exams and academic performance compared to upper secondary and university courses [ 49 ].…”

Agricultural Water Use Efficiency and Rebound Effect: A Study for China

“…In addition, some control variables are also considered. In order to test the mechanism of agricultural water rebound effect, mediator variables are used in the econometrics model [ 47 , 48 ]. Hence, the mediation model is considered, which can be defined as follows: where i denotes province and t denotes year.…”

The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value

“…On one hand, the online SN camp played a positive role in promoting the development of students; on the other hand, students might not have had confidence in themselves at the beginning, but they exercised their ability through constant group cooperation and ultimately made continuous progress in the process of learning and building. Previous researches have shown that self-efficacy has a positive effect on student performance (Kim, 2010;Supervía & Robres, 2021). Different from previous studies, this study analyzed students' self-efficacy and the scores of Theme Creative Competition (Activity 7) and found that the mean value of students who won prizes in pre-test and post-test was lower than that of students who did not win prizes (4.821 < 4.838), which is worthy of subsequent discussion and analysis.…”