Emotion regulation and working memory in academic performance /Regulación Emocional y Memoria de Trabajo en el Desempeño Académico

ANDRÉS, MA. LAURA; VERNUCCI, SANTIAGO; GARCÍA CONI, A.; RICHARD'S, MARÍA M; AMAZZINNI, MARIELA LUZ ; PARADISO, ROSAURA

Revista Ciencias Psicológicas

Departamentos de Psicología de la Universidad Católica del Uruguay

Año: 2020 vol. 14

1688-4094

The objective of this work was to analyze the relationship betweenemotional regulation strategies, cognitive reappraisal applied to home schooltasks (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 toassess CR-HST and EM-HST was administered to 119 fourth, fifth and sixth gradechildren (9 to 11 years old) and two questionnaires to their teachers to assesstheir AP and WM difficulties. The results showed that EM-HST was associatedwith the success, academic productivity, mathematics and reading dimensions ofAP, even when WM-diff was controlled. There were nosignificant associations between CR-HST and AP, or any of the strategies onimpulse control in academic situations. The results are expected to deepen theunderstanding of the role of emotional regulation in AP and thus contribute tothe content of programs for promoting emotional regulation designed for schoolcontexts.