000106652 001__ 106652
000106652 005__ 20230519145411.0
000106652 0247_ $$2doi$$a10.3390/ijerph18115715
000106652 0248_ $$2sideral$$a124493
000106652 037__ $$aART-2021-124493
000106652 041__ $$aeng
000106652 100__ $$0(orcid)0000-0003-3789-3781$$aUsán Supervía, Pablo$$uUniversidad de Zaragoza
000106652 245__ $$aEmotional regulation and academic performance in the academic context: The mediating role of self-efficacy in Secondary Education students
000106652 260__ $$c2021
000106652 5060_ $$aAccess copy available to the general public$$fUnrestricted
000106652 5203_ $$aBackground: in the school stage, adolescents experience different emotional and motivational states involved in the learning process that play a fundamental role in their personal and academic development. In this way, the study focuses on analyzing the relationships between emotional regulation, self-efficacy and academic performance, as well as the possible mediating role of self-efficacy in both. Methods: the study included 2204 students, both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 18 years (M = 14.69; DT = 1.76). The measures used for the investigation were the Emotion Regulation Questionnaire (ERQ), the Academic Self-Efficacy Scale (ASES) and average marks were used to measure students’ academic performance. Results: The results of the study revealed a self-determined behavioral pattern characterized by high scores in emotional regulation, self-efficacy and academic performance. Likewise, the mediating role of self-efficacy between emotional regulation and student academic performance was significant. Conclusion: the influence of the academic self-efficacy variable as a mediator between the studied constructs is denoted, as well as the importance of promoting adaptive behaviors in the classroom that can lead to adequate personal development of students together with optimal academic performance.
000106652 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000106652 590__ $$a4.614$$b2021
000106652 592__ $$a0.814$$b2021
000106652 594__ $$a4.5$$b2021
000106652 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b45 / 183 = 0.246$$c2021$$dQ1$$eT1
000106652 593__ $$aPollution$$c2021$$dQ1
000106652 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b71 / 210 = 0.338$$c2021$$dQ2$$eT2
000106652 593__ $$aHealth, Toxicology and Mutagenesis$$c2021$$dQ1
000106652 591__ $$aENVIRONMENTAL SCIENCES$$b100 / 279 = 0.358$$c2021$$dQ2$$eT2
000106652 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000106652 700__ $$0(orcid)0000-0001-8473-8114$$aQuílez Robres, alberto$$uUniversidad de Zaragoza
000106652 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000106652 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000106652 773__ $$g18, 11 (2021), 5715 [10 pp.]$$pInt. j. environ. res. public health$$tInternational journal of environmental research and public health$$x1661-7827
000106652 8564_ $$s635316$$uhttps://zaguan.unizar.es/record/106652/files/texto_completo.pdf$$yVersión publicada
000106652 8564_ $$s2621760$$uhttps://zaguan.unizar.es/record/106652/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000106652 909CO $$ooai:zaguan.unizar.es:106652$$particulos$$pdriver
000106652 951__ $$a2023-05-18-13:55:05
000106652 980__ $$aARTICLE