THE ROLE OF EMOTIONAL REGULATION IN CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE IN PRIMARY SCHOOL STUDENTS
Downloads
Emotional regulation has emerged as a critical component of students’ socio-emotional development, particularly in primary school settings where behavioral adjustment and academic engagement are essential for effective learning. In classroom contexts, students are required to manage emotions such as frustration, anxiety, and excitement while responding to instructional demands and social interactions. Understanding the role of emotional regulation is therefore fundamental to explaining variations in classroom behavior and academic performance among young learners. This study aims to examine the role of emotional regulation in predicting classroom behavior and academic performance in primary school students. A quantitative correlational research design was employed involving primary school students from upper elementary grades. Data were collected using standardized emotional regulation scales, teacher-rated classroom behavior instruments, and documented academic performance records. Statistical analyses included descriptive statistics, correlation analysis, and regression testing. The results indicate that emotional regulation is significantly associated with adaptive classroom behavior and positively related to academic performance. Emotional regulation also emerged as a significant predictor of classroom behavior and learning outcomes, highlighting its central role in supporting effective learning processes. The study concludes that emotional regulation is a foundational skill that influences how students behave and perform academically in primary school. These findings emphasize the importance of integrating emotional regulation development into instructional practices and educational frameworks to foster both behavioral adjustment and academic success.
Abdigapbarova, U., Sadirbekova, D., Nishanbayeva, S., & Zhiyenbayeva, N. (2025). The impact of digital hybrid education model on teachers’ engagement and academic performance in the context of Kazakhstan. Scientific Reports, 15(1). Scopus. https://doi.org/10.1038/s41598-025-02875-2
Ackermans, A., Bakker, M., van Loon, A.-M., Kral, M., & Camp, G. (2025). Young learners’ motivation, self-regulation and performance in personalized learning. Computers and Education, 226. Scopus. https://doi.org/10.1016/j.compedu.2024.105208
Auci, S., Coromaldi, M., & de Fraja, G. (2025). School autonomy and pupils’ performance: Academy conversion in English primary schools. Economics of Education Review, 107. Scopus. https://doi.org/10.1016/j.econedurev.2025.102674
Banerjee, R., & Bharati, T. (2025). Learning disruptions and academic outcomes. Economics of Education Review, 107. Scopus. https://doi.org/10.1016/j.econedurev.2025.102650
Carpendale, E. J., Green, M. J., White, S. L. J., Williams, K. E., Tzoumakis, S., Watkeys, O. J., Harris, F., O’Hare, K., Carr, V. J., & Laurens, K. R. (2025). Promoting effective transitions: Primary school social–emotional competencies predict secondary school reading and numeracy achievement. British Journal of Educational Psychology, 95(2), 496–512. Scopus. https://doi.org/10.1111/bjep.12735
Dang, H.-A. H., Do, M. N. N., & Viet Cuong, C. V. (2025). The impacts of climate change and air pollution on children’s education outcomes: Evidence from Vietnam. Economics of Education Review, 106. Scopus. https://doi.org/10.1016/j.econedurev.2025.102656
Diaz Lema, M. L., Masci, C., Soncin, M., & Agasisti, T. (2025). Risky decline? Exploring the determinants of pupil’s proficiency development over time. Socio-Economic Planning Sciences, 99. Scopus. https://doi.org/10.1016/j.seps.2025.102207
E Melo, B. P., Ferreira, M., & Matias-Diogo, A. (2025). The ‘ideal pupil’ in primary school: Teachers’ conceptions in a context of performativity. Sociologia, Problemas e Praticas, (109). Scopus. https://doi.org/10.7458/SPP202510943328
Fonseca, C. G., Dias, C. L. L., Barbosa, M. L. L., Hermida, M. J., Carreiro, L. R. R., & Seabra, A. G. (2025). The Impact of COVID-19 in Brazil Through an Educational Neuroscience Lens: A Preliminary Study. Brain Sciences, 15(6). Scopus. https://doi.org/10.3390/brainsci15060548
Fredriksen, P. M., Bjerva, T., & Mamen, A. (2025). The effect of active learning on academic performance in a Norwegian primary school setting–the Health Oriented Pedagogical Project (HOPP). Frontiers in Education, 10. Scopus. https://doi.org/10.3389/feduc.2025.1562387
Geven, S., & Zwier, D. (2025). Students’ Interactional Cultural Capital and Academic Performance in Test- and Teacher-Based Assessments. British Journal of Sociology, 76(3), 622–634. Scopus. https://doi.org/10.1111/1468-4446.13199
Ibañez, N., & Galarraga, S. A. (2025). Spelling in motion: The impact of active breaks on spelling skills and physical activity in primary education. Sport TK, 14, 1–19. Scopus. https://doi.org/10.6018/sportk.635361
Jiabin, L., Shanshan, Z., Xiaomei, L., Kaixin, Y., & Ying, Y. (2025). The benefits of physical literacy for human flourishing: A machine learning–based exploration of adolescents. Applied Psychology: Health and Well-Being, 17(1). Scopus. https://doi.org/10.1111/aphw.12635
Kouakou, K. C., & Yeo, T. Y. (2025). Les déterminants de la qualité de l’éducation de base: Évidence sur dix pays de l’Afrique subsaharienne. International Review of Education, 71(3), 433–459. Scopus. https://doi.org/10.1007/s11159-024-10102-9
Le, T. H., Nguyen, T. H. N., Bui, M. D., & Nguyen, P. T. T. (2025). The Role of Social Relations in the Academic Performance of Primary School Students in Vietnam. Educational Process: International Journal, 18. Scopus. https://doi.org/10.22521/edupij.2025.18.421
López-Cassá, È., Berastegui-Martínez, J., Ros-Morente, A., & Gomis Cañellas, R. (2025). Relationship between teachers’ emotional competences and Primary School students’ anxiety, academic performance, and emotional competences. Revista de Educacion, 410(1), 295–322. Scopus. https://doi.org/10.4438/1988-592X-RE-2025-410-716
Lourenço, A., de Paiva, M. O., & Valente, S. (2025). Strategies That Transform: Self-Regulation and Volitional Control as Keys to Academic Achievement. Social Sciences, 14(5). Scopus. https://doi.org/10.3390/socsci14050285
Martinsone, B., Simöes, C., Camilleri, L., Conte, E., & Lebre, P. (2025). Students’ Socio-Emotional Skills and Academic Outcomes After the PROMEHS Program: A Longitudinal Study in Two European Countries. Behavioral Sciences, 15(11). Scopus. https://doi.org/10.3390/bs15111529
Mwandondwa, L. G. (2025). The differential impact of teacher training on student performance: The role of gender and family background. International Journal of Educational Development, 117. Scopus. https://doi.org/10.1016/j.ijedudev.2025.103364
Oddleifson, C., Kilgus, S., Klingbeil, D. A., Latham, A. D., Kim, J. S., & Vengurlekar, I. N. (2025). Using a naive Bayesian approach to identify academic risk based on multiple sources: A conceptual replication. Journal of School Psychology, 108. Scopus. https://doi.org/10.1016/j.jsp.2024.101397
Osser, B., Toth, C., Nistor-Cseppento, C. D., Cevei, M., Aur, C., Orodan, M., Fazakas, R., & Bondar, L. I. (2025). Predictors of Problematic Internet Use Among Romanian High School Students. Children, 12(10). Scopus. https://doi.org/10.3390/children12101292
Pozsonyi, E., Lengyelné Molnár, T., & Racsko, R. (2025). To ban or not to ban–domestic and international experiences of restricting mobile phone ban use in schools. Educational Media International, 62(4), 433–449. Scopus. https://doi.org/10.1080/09523987.2025.2588529
Qi, C. (2025). The impact of adolescent innovation on academic resilience, distance learning self-efficacy, and academic performance. Scientific Reports, 15(1). Scopus. https://doi.org/10.1038/s41598-025-91542-7
Rashidi, F., Sattarpour, R., & Meysamie, A. (2025). Predictive Validity of Pre-Clinical Academic Achievements in Comprehensive Basic Science Examination: A Nationwide Cohort of Iranian Medical Students. Advances in Medical Education and Practice, 16, 1747–1759. Scopus. https://doi.org/10.2147/AMEP.S552380
Sainz, V., Álvarez-Arjona, J. J., & Gómez-Gutiérrez, J. L. (2025). Self-Concept and Academic Performance in Students with and Without Learning Difficulties: A Longitudinal Study in an Inclusive School Setting. SAGE Open, 15(3). Scopus. https://doi.org/10.1177/21582440251356072
Seidlitz, A., & Zierow, L. (2025). Longer days, better performance? The impact of all-day primary schools in Germany. Economics of Education Review, 107. Scopus. https://doi.org/10.1016/j.econedurev.2025.102659
Sini, B., Re, A. M., De Vita, F., Cavaglià, R., Molinengo, G., & Tinti, C. (2025). The Efficacy of a Metacognitive Study Method for Undergraduate Students With SLDs. Dyslexia, 31(4). Scopus. https://doi.org/10.1002/dys.70018
Taha, F., Mhanna, R., Harakeh, Z., Awada, S., Bou Assi, R. B., El-Kak, A., & Hatem, G. (2025). Neuro-linguistic programming’s impact on academic performance in primary schoolchildren at risk of ADHD. Language and Health, 3(1). Scopus. https://doi.org/10.1016/j.laheal.2024.100044
Trani, J.-F., Zhu, Y., Bechara, S., Bakhshi, P., Kaplan, I., Babulal, G., Zha, W., Rawab, H., Brown, D., & Raghavan, R. (2025). The impact of a participatory intervention to improve learning outcomes and reduce school-based discrimination and community stigma in primary rural schools of Afghanistan: A cluster control randomized trial. International Journal of Educational Development, 118. Scopus. https://doi.org/10.1016/j.ijedudev.2025.103409
Utsumi, T. (2025). School quality and student learning: Evidence from Japanese primary and lower secondary schools. Education Economics, 33(3), 432–461. Scopus. https://doi.org/10.1080/09645292.2024.2357649
Vakolia, Z., Shykitka, H., Potiuk, S., Kazmirchuk, N., & Zelinska-Liubchenko, K. (2025). The impact of differentiated instruction on the academic performance of students with special educational needs. Sapienza, 6(3). Scopus. https://doi.org/10.51798/sijis.v6i3.1005
Villegas Arenas, D. V., de Oliveros, L. E. U., Rodríguez, M. M. Z., Jaramillo, H. S., & Meneses-Urrea, L. A. M. (2025). The Nursing Process in Caring of Families of Nursing Students. Aquichan, 25(2). Scopus. https://doi.org/10.5294/aqui.2025.25.2.1
Xu, Y., Fu, H., & Li, W. (2025). The Relationship Between Time Perception and Academic Performance in Primary School Students and the Apparent Mediating Effect of Academic Procrastination. Perceptual and Motor Skills, 132(2), 374–388. Scopus. https://doi.org/10.1177/00315125241284107
Zhou, J., & Fan, A. (2025). The impact of China’s “Double Reduction” policy on primary school students’ subjective well-being and academic achievement. International Journal of Educational Development, 117. Scopus. https://doi.org/10.1016/j.ijedudev.2025.103321
Copyright (c) 2026 Hafnidar, Dilshod Tursunov, Kabelo Dube
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
