Abstract

ANDRES, María Laura et al. Emotion regulation and working memory in academic performance. Cienc. Psicol. [online]. 2020, vol.14, n.2, e2284.  Epub Aug 14, 2020. ISSN 1688-4094.  https://doi.org/10.22235/cp.v14i2.2284.

The objective of this work was to analyze the relationship between emotional regulation strategies, cognitive reappraisal applied to home school tasks (CR-HST) and emotional management applied to home school tasks (EM-HST) on academic performance (AP) controlling working memory difficulties (WM-diff) in children who finished Primary Education. A self-report questionnaire to assess CR-HST and EM-HST was administered to 119 fourth, fifth and sixth grade children (9 to 11 years old) and two questionnaires to their teachers to assess their AP and WM difficulties. The results showed that EM-HST was associated with the success, academic productivity, mathematics and reading dimensions of AP, even when WM-diff was controlled. There were no significant associations between CR-HST and AP, or any of the strategies on impulse control in academic situations. The results are expected to deepen the understanding of the role of emotional regulation in AP and thus contribute to the content of programs for promoting emotional regulation designed for school contexts.

Keywords : emotion regulation; working memory; academic performance; children; teachers.

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