Emotional Self-Regulation and Adaptation to the School Environment: Psychological Factors Associated with Academic Performance

Abstract

Emotional self-regulation constitutes a relevant psychological component of the school experience, given its relationship with students’ ability to manage affective responses arising from academic demands, learning difficulties, frustration and social interactions. Adaptation to the school environment, in turn, involves adjusting to the academic, behavioural, social and emotional demands of the educational institution, with both dimensions being closely associated with academic performance. The study examines the relationship between emotional self-regulation and school adaptation, considering their links with psychological factors associated with academic performance. A qualitative approach is adopted, using a documentary design and systematic review methodology, with PRISMA 2020 applied to organise the search, selection and analysis of scientific publications. The findings indicate that effective emotional regulation promotes concentration, persistence, participation and the ability to cope with adverse academic situations, whereas favourable school adaptation is associated with integration, fulfilment of responsibilities and positive interpersonal relationships. Motivation, self-efficacy, coping, stress management and social support are identified as factors related to these dimensions. It is concluded that academic performance reflects a multidimensional interaction of emotional, psychological, social and behavioural processes.