Impact of Emotional Regulation on Academic Performance: Psychoeducational Strategies for Basic Education.
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Abstract
This paper analyzes the effect of emotional regulation on academic performance in basic-level students, the implementation of psychoeducational strategies, and the role of education in systemic transformation and the resolution of complex problems. A structured intervention was implemented over one semester using a mixed-methods approach, combining group sessions, digital resources, and self-regulated emotional tracking tools. The sample, composed of students from public education in a case study design, was evaluated through standardized tests and a thematic analysis of interviews for the qualitative component. From a quantitative perspective, statistically significant improvements were found in emotional self-regulation (p < 0.01), along with a noticeable increase in academic performance, showing a positive correlation (r = 0.62). From a qualitative perspective, participants reported enhanced emotional awareness, reduced test anxiety, and a conscious adoption of self-regulation strategies. These findings suggest that a student's emotional development is essential for effective learning and sustained academic engagement. The study emphasizes the necessity of implementing emotional education programs in schools as a way to comprehensively transform the educational environment. The applied approach has the potential to enhance equity within the educational system and promote the development of core psycho-emotional competencies across diverse contexts. It concludes that emotion should no longer be seen as separate from academic activity; instead, self-reflection, resilience, and motivation enabled by emotional regulation are fundamental for optimal learning in today’s dynamic educational landscape.
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