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Unveiling the Connection Between Self-Regulated Learning and Emotional Management Among Higher Education Students
Abstract
This study explores the impact of self-emotional management (SEM) on self-regulated learning among undergraduate (UG) and postgraduate (PG) students. The students with high SEM excel in self-regulated learning, showing superior motivation, mastery of content, and higher academic performance. They effectively use learning strategies like rehearsal and elaboration, maintaining focus and emotional stability during challenges. SEM also enhances strategic planning, critical thinking, and stress management, and proactive learning behaviors. Interestingly, no direct link between SEM and test anxiety was found, suggesting that test anxiety may be influenced by other factors. Students with average SEM demonstrate effective but less robust self-regulation, while those with low SEM exhibit reduced motivation and poorer academic outcomes. These findings emphasize the critical role of SEM in higher education and advocate for interventions to develop emotion management skills, supporting students' academic success.
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