Investigating the relationship between emotion regulation strategies and self‐efficacy beliefs among adolescents: Implications for academic achievement

The present study sought to investigate the implications of emotion regulation strategies for academic achievement in adolescence. First, the relationship between various facets of emotion regulation strategies and self‐efficacy beliefs was investigated. Second, emotion regulation strategies were sc...

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Bibliographic Details
Published in:Psychology in the schools 2022-08, Vol.59 (8), p.1556-1569
Main Author: Zyberaj, Jetmir
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescent girls
adolescents
Collectivism
Correlation analysis
Efficacy
emotion regulation strategies
Emotional regulation
Emotional Response
Middle School Students
Middle schools
Positive emotions
Psychological Patterns
Self Control
Self Efficacy
self‐efficacy beliefs
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Summary:The present study sought to investigate the implications of emotion regulation strategies for academic achievement in adolescence. First, the relationship between various facets of emotion regulation strategies and self‐efficacy beliefs was investigated. Second, emotion regulation strategies were scrutinized in relation to academic achievement. Using a sample of middle school adolescents (N = 478; 181 female), from a collectivist society, the results of correlation analysis revealed positive and negative relationships between different facets of emotion regulation strategies and self‐efficacy beliefs. For instance, reappraisal (a positive emotion regulation strategy) was positively correlated with academic self‐efficacy, a critical facet for learning and academic achievement (r = .32, p 
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22701