Emotion Regulation as Predictor of Academic Performance in University Students
DOI:
https://doi.org/10.52053/jpap.v4i1.157Keywords:
Academic Performance, Cognitive Reappraisal, Emotion Regulation, Expressive Suppression, Gender, Pakistan, University StudentsAbstract
The current study intended to examine the association between emotion regulation (i.e., cognitive reappraisal and expressive suppression) and academic performance in university students. In this correlational study, a sample of 300 (men=119; women=181) university students (BS and MS programs) in the age range of 18-29 years (M=21.45; SD=2.14) was selected randomly from a public sector university in Faisalabad city, Pakistan. The Emotion Regulation Questionnaire (Gross & John, 2003) was used to assess emotion regulation whereas the percentages of obtained marks in the last semester/degree program served as the measure of the academic performance of the participants. The results depicted a significant correlation between emotion regulation and academic performance indicating a significant positive association between cognitive reappraisal and academic performance while, a significant negative association between expressive suppression and academic performance in university students. Moreover, cognitive reappraisal and expressive suppression were found to be significant predictors of academic performance. Besides the significant implications of this study highlighting the role of relevant policymakers, university authorities, students’ counselors, and mental health professionals, suggestions for future studies are discussed based on the current findings.
References
Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105(1), 150–161. DOI: https://doi.org/10.1037/a0030160
Akhtar, M. S., Ekbal, A., & Cambria, E. (2020). How intense are you? Predicting intensities of emotions and sentiments using stacked ensemble [application notes]. IEEE Computational Intelligence Magazine, 15(1), 64-75. DOI: https://doi.org/10.1109/MCI.2019.2954667
Ali, S., Naseer, S., Nadeem, A. (2021). Perceived teachers' support & academic achievement: Mediating role of students' satisfaction with online learning in medical & non-medical students during COVID-19. ASEAN Journal of Psychiatry, 22(9), 1-10. DOI: https://doi.org/10.54615/2231-7805.47225
Arsenio, W. F., & Loria, S. (2014). Coping with negative emotions: Connections with adolescents’ academic performance and stress. The Journal of Genetic Psychology, 175(1), 76-90. DOI: https://doi.org/10.1080/00221325.2013.806293
Balkis, M., & Duru, E. (2017). Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance. Electronic Journal of Research in Educational Psychology, 15(1), 105-125. DOI: https://doi.org/10.14204/ejrep.41.16042
Bean, R. A., Barber, B. K., & Crane, D. R. (2006). Parental support, behavioral control, and psychological control among African American youth: The relationships to academic grades, delinquency, and depression. Journal of Family Issues, 27(10), 1335-1355. DOI: https://doi.org/10.1177/0192513X06289649
Berking, M., & Wupperman, P. (2012). Emotion regulation and mental health: recent findings, current challenges, and future directions. Current Opinion in Psychiatry, 25(2), 128-134. DOI: https://doi.org/10.1097/YCO.0b013e3283503669
Buri?, I., Sori?, I., & Penezi?, Z. (2016). Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ). Personality and Individual Differences, 96, 138-147. DOI: https://doi.org/10.1016/j.paid.2016.02.074
Dalgleish, T., Yiend, J., Schweizer, S., & Dunn, B. D. (2009). Ironic effects of emotion suppression when recounting distressing memories. Emotion, 9(5), 744. DOI: https://doi.org/10.1037/a0017290
Daniels, V. (2017). The effects of family structure and autonomy-supportive parenting on the adjustment of first year university students (Unpublished masters’ dissertation). University of the Western Cape, South Africa.
Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223-236. DOI: https://doi.org/10.1353/csd.2005.0023
Fiedler, K., & Beier, S. (2014). Affect and cognitive processes in educational contexts. In International handbook of emotions in education (pp. 46-65). Routledge.doi:10.4324/9780203148211
Flynn, D. M., & MacLeod, S. (2015). Determinants of happiness in undergraduate university students. College Student Journal, 49(3), 452-460.
Garton, B.L., Dyer, J.E. and King, B.O. (2000). The Use of Learning Styles and Admission Criteria in Predicting Academic Performance and Retention of College Freshmen. Journal of Agriculture Education, 41(2), 46-53. DOI: https://doi.org/10.5032/jae.2000.02046
Glise, K., Ahlborg, G., & Jonsdottir, I. H. (2014). Prevalence and course of somatic symptoms in patients with stress-related exhaustion: does sex or age matter. BMC Psychiatry, 14(1), 1-13. DOI: https://doi.org/10.1186/1471-244X-14-118
Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. DOI: https://doi.org/10.1023/B:JOBA.0000007455.08539.94
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), 3-19. DOI: https://doi.org/10.1016/j.jsp.2006.09.002
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. DOI: https://doi.org/10.1037/1089-2680.2.3.271
Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291. DOI: https://doi.org/10.1017/S0048577201393198
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation, (2nd ed.). (pp. 3-20). New York, NY: The Guildford Press.
Gross, J. J. & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. DOI: https://doi.org/10.1037/0022-3514.85.2.348
Hafiz, N. H. A. H. (2015). Emotion regulation and academic performance among IIUM students: A preliminary study. Jurnal Psikologi Malaysia, 29(2), 81-92.
Hair, J. F., Black, W. C., Babin B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). New Jersey: Pearson Prentice Hall
Hanley, A. W., Palejwala, M. H., Hanley, R. T., Canto, A. I., & Garland, E. L. (2015). A failure in mind: Dispositional mindfulness and positive reappraisal as predictors of academic self-efficacy following failure. Personality and Individual Differences, 86, 332-337. DOI: https://doi.org/10.1016/j.paid.2015.06.033
Hanson, J.B. (2000, April 25). Student performance and student growth as measure of success: A evaluator’s perspective. Paper presented at annual meeting of the American educational research association New Orleans. Louisiana.
Hawkins, J. D. (1997). Academic performance and school success: Sources and consequences. Sage Publications, Inc.
Holmbeck, G. N., & Wandrei, M. L. (1993). Individual and relational predictors of adjustment in first-year college students. Journal of Counseling Psychology, 40(1),73–78. DOI: https://doi.org/10.1037/0022-0167.40.1.73
Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46(1), 208-212. doi:10.1016/j.jesp.2009.08.015 DOI: https://doi.org/10.1016/j.jesp.2009.08.015
Khakpoor, S., Bytamar, J. M., & Saed, O. (2019). Reductions in transdiagnostic factors as the potential mechanisms of change in treatment outcomes in the Unified Protocol: a randomized clinical trial. Research in Psychotherapy: Psychopathology, Process, and Outcome, 22(3), 402-412. DOI: https://doi.org/10.4081/ripppo.2019.379
Koole, S. L. (2009). Does emotion regulation help or hurt self-regulation? In J. P. Forgas, R. F. Baumeister, & D. M. Tice (Eds.), Psychology of self-regulation: Cognitive, affective, and motivational processes (pp. 217–231). Psychology Press.
Kring, A. M. (2010). The future of emotion research in the study of psychopathology. Emotion Review, 2(3), 225-228.doi: 10.1177/1754073910361986. DOI: https://doi.org/10.1177/1754073910361986
Masud, S., Mufarrih, S. H., Qureshi, N. Q., Khan, F., Khan, S., & Khan, M. N. (2019). Academic Performance in Adolescent Students: The Role of Parenting Styles and Socio-Demographic Factors – A Cross Sectional Study from Peshawar, Pakistan. Frontiers in Psychology, 10, 2497. DOI: https://doi.org/10.3389/fpsyg.2019.02497
Mennin, D. S., Holaway, R. M., Fresco, D. M., Moore, M. T., & Heimberg, R. G. (2007). Delineating components of emotion and its dysregulation in anxiety and mood psychopathology. Behavior Therapy, 38(3), 284-302. DOI: https://doi.org/10.1016/j.beth.2006.09.001
Nadeem, A., Mahmood, Z., & Saleem, S. (2018). Personality traits as predictors of interpersonal difficulties in university students in Pakistan. Pakistan Journal of Social and Clinical Psychology, 16(1), 3-9.
Nadeem, A., Saleem, M., & Khan, A. A. (2022). Perceived parental practices and mental health problems of university students in the cultural context of Pakistan. Human Nature Journal of Social Sciences, 3(3), 263-275.
Nadeem, A., Saleem, S., & Mahmood, Z. (2017). The development of an interpersonal dependency scale: A psychometric approach. Journal of Pakistan Psychiatric Society, 15(2), 25-29.
Naragon-Gainey, K., McMahon, T. P., & Chacko, T. P. (2017). The structure of common emotion regulation strategies: A meta-analytic examination. Psychological Bulletin, 143(4), 384. DOI: https://doi.org/10.1037/bul0000093
Papageorgiou, C., & Wells, A. (2009). A prospective test of the clinical metacognitive model of rumination and depression. International Journal of Cognitive Therapy, 2(2), 123- 131. doi:10.1521/ijct.2009.2.2.123. DOI: https://doi.org/10.1521/ijct.2009.2.2.123
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions International handbook of emotions in education (pp. 130-151): UK: Routledge. DOI: https://doi.org/10.4324/9780203148211
Pekrun, R., & Schutz, P. (2007). Where Do We Go from Here? Implications and Future Directions for Inquiry on Emotions in Education. In Emotion in Education (pp. 313–331). DOI: https://doi.org/10.1016/B978-012372545-5/50019-8
Phillips, K. F. V., & Power, M. J. (2007). A new self?report measure of emotion regulation in adolescents: The Regulation of Emotions Questionnaire. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 14(2), 145-156. DOI: https://doi.org/10.1002/cpp.523
Preece, D. A., Becerra, R., Robinson, K., & Gross, J. J. (2019). The emotion regulation questionnaire: Psychometric properties in general community samples. Journal of Personality Assessment, 102(3), 348-356. DOI: https://doi.org/10.1080/00223891.2018.1564319
Rafidah, K., Azizah, A., Norzaidi, M. D., Chong, S. C., Salwani, M. I., & Noraini, I. (2009). Stress and academic performance: Empirical evidence from university students. Academy of Educational Leadership Journal, 13(1), 37-51.
Rowe, A. D., & Fitness, J. (2018). Understanding the role of negative emotions in adult learning and achievement: A social functional perspective. Behavioral Sciences, 8(2), 27. DOI: https://doi.org/10.3390/bs8020027
Saeed, W. & Ahmad, R. (2020). Association of demographic characteristics, emotional intelligence, and academic self-efficacy among undergraduate students. Journal of the Pakistan Medical Association, 70(3), 457-460. doi: 10.5455/JPMA.11384 DOI: https://doi.org/10.5455/JPMA.11384
Saleem, S., Mahmood, Z., & Daud, S. (2017). Perceived parenting styles in Pakistani adolescents: A validation study. Pakistan Journal of Psychological Research, 32(2) 487-509.
Shahzadi, E., & Ahmad, Z. (2011). A study on academic performance of university students. Recent Advances in Statistics, 20(1), 255-268.
Simmons, A. B., Musoba, G. D., & Chung, C. G. (2005). Persistence Among First Generation College Students in Indiana: The Impact of Precollege Preparation, College Experiences, and Financial Aid. Indian Project on Academic Success (IPAS) Research Report, 05-01. Bloomington, IN: Indiana Project on Academic Success.
Sirois, F., & Pychyl, T. (2013). Procrastination and the priority of short?term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7(2), 115-127. DOI: https://doi.org/10.1111/spc3.12011
Srivastava, S., Tamir, M., McGonigal, K. M., John, O. P., & Gross, J. J. (2009). The social costs of emotional suppression: A prospective study of the transition to college. Journal of Personality and Social Psychology, 96(4), 883-897. doi:10.1037/a0014755. DOI: https://doi.org/10.1037/a0014755
Tice, D. M., & Bratslavsky, E. (2000). Giving in to Feel Good: The Place of Emotion Regulation in the context of General Self-Control. Psychological Inquiry, 11(3), 149–159. DOI: https://doi.org/10.1207/S15327965PLI1103_03
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(1), 1-20.
Yuan, L., Zhou, R., & Hu, S. (2014). Cognitive reappraisal of facial expressions: Electrophysiological evidence of social anxiety. Neuroscience Letters, 577, 45-50. DOI: https://doi.org/10.1016/j.neulet.2014.06.006
Zaman, N. I., & Ali, U. (2019). Autonomy in university students: Predictive role of problem focused coping. Pakistan Journal of Psychological Research, 34(1), 101-114. DOI: https://doi.org/10.33824/PJPR.2019.34.1.6
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2023 Arif Nadeem, Faiza Umer, Muhammad Jawad Anwar
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons Attribution-Non Commercial 4.0 International (CC BY-NC 4.0) License: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 4.0 International License (https://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-Commercial use, reproduction
and distribution of the work without further permission provided the original work is attributed as specified on the Journal website at (https://iprpk.com/ojs/index.php/jpap)
