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Project – The impact of emotional regulation on students’ academic performance in secondary school in Oshodi lsolo Local Government Area Lagos State

Project – The impact of emotional regulation on students’ academic performance in secondary school in Oshodi lsolo Local Government Area Lagos State

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Project – The impact of emotional regulation on students’ academic performance in secondary school in Oshodi lsolo Local Government Area Lagos State

Click here to Get this Complete Project Chapter 1-5

 

CHAPTER ONE

INTRODUCTION

  • Background to the Study

Emotional regulation, or the ability to manage one’s emotional responses, has been identified as a significant factor influencing students’ academic performance in secondary school (Zimmerman, 2000). Emotional regulation involves the processes by which individuals influence their emotions, when they have them, and how they experience and express these emotions (Gross, 1998). It is a critical skill that students need to develop to succeed acadically. For instance, students who can effectively manage their emotions are more likely to stay focused on their studies, handle stress better, and maintain a positive attitude towards learning (Pekrun, Goetz, Titz, & Perry, 2002).

A study by Mega, Ronconi, and De Beni (2014) found a strong correlation between emotional regulation and academic performance. The study revealed that students who had better emotional regulation skills had higher academic achievement compared to those who struggled with emotional regulation. This is because these students were better able to manage negative emotions such as anxiety and frustration, which can hinder learning and academic performance.

On the other hand, students who struggle with emotional regulation often experience academic difficulties. For example, a study by Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011) found that students with poor emotional regulation skills were more likely to have lower grades, higher dropout rates, and more disciplinary problems. This is because these students often struggle to manage their emotions, which can interfere with their ability to concentrate, learn, and perform academically.

Moreover, emotional regulation can also influence students’ motivation and engagement in school. According to Pekrun et al. (2002), students who can effectively manage their emotions are more likely to be motivated and engaged in their studies. This is because these students are better able to handle the emotional ups and downs of learning, which can enhance their motivation and engagement.

However, it is important to note that the relationship between emotional regulation and academic performance is complex and can be influenced by various factors. For instance, a study by Brackett, Rivers, Reyes, and Salovey (2012) found that the impact of emotional regulation on academic performance can be moderated by factors such as the school environment, teacher support, and peer relationships.

Emotional regulation plays a crucial role in students’ academic performance in secondary school. Therefore, it is important for educators to help students develop effective emotional regulation skills to enhance their academic performance. Future research should continue to explore the complex relationship between emotional regulation and academic performance and identify strategies to support students’ emotional regulation in the school context.

  • Statement of the Problem

Hello! The problem of emotional regulation’s impact on students’ academic performance in secondary school is a significant issue that has been gaining attention in recent years. Emotional regulation refers to the ability to manage and respond to an individual’s experiences and emotions in a socially acceptable manner (Gross, 1998). It is a crucial aspect of a student’s social and emotional development and has been linked to their academic performance (Zimmerman, 2002). However, the extent and nature of this relationship are not fully understood, necessitating further research.

The problem arises when students are unable to effectively regulate their emotions, which can lead to a variety of negative outcomes. For instance, students who struggle with emotional regulation may experience increased stress, anxiety, and depression, which can negatively impact their academic performance (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Moreover, these students may also have difficulty concentrating, making decisions, and engaging in effective problem-solving, all of which are critical for academic success (Brackett, Rivers, & Salovey, 2011).

The impact of emotional regulation on academic performance is not uniform across all students. Some research suggests that the relationship between emotional regulation and academic performance may be moderated by factors such as gender, age, and socioeconomic status (Rivers, Brackett, Reyes, Mayer, Caruso, & Salovey, 2012). For example, girls may be more affected by emotional regulation issues than boys, and younger students may be more impacted than older students. However, these findings are not consistent across studies, indicating a need for further research.

The current educational system often focuses primarily on cognitive development and academic skills, with less emphasis on emotional regulation and other social-emotional skills (Elias, Zins, Weissberg, Frey, Greenberg, Haynes, Kessler, Schwab-Stone, & Shriver, 1997). This imbalance may leave students ill-equipped to manage their emotions effectively, potentially hindering their academic performance. Therefore, there is a need to explore how schools can better support students’ emotional regulation to enhance their academic performance.

The lack of a standardized measure for emotional regulation is another issue that complicates the study of its impact on academic performance. Different studies use different measures, making it difficult to compare results across studies (Cole, Martin, & Dennis, 2004). Therefore, there is a need for a standardized measure of emotional regulation that can be used in future research.

The impact of emotional regulation on students’ academic performance in secondary school is a complex issue that requires further investigation. The problem is multifaceted, involving individual differences, educational practices, and measurement issues. By addressing these problems, researchers can gain a better understanding of the relationship between emotional regulation and academic performance, ultimately leading to more effective interventions to support students’ emotional regulation and academic success.

 

  • Aim and Objectives of the Study

The aim of the study is to examine the impact of emotional regulation on students’ academic performance in secondary school in Oshodi lsolo Local Government Area Lagos State.  The specific objectives are:

  1. To examine the relationship between emotional regulation and academic performance among secondary school students.
  2. To identify the specific emotional regulation strategies that have the most significant impact on students’ academic performance.
  3. To assess the differences in academic performance between students who effectively regulate their emotions and those who do not.
  4. To explore the role of school environment and teaching methods in fostering emotional regulation among students.

  • Research Questions

The research questions were buttressed below:

  1. What is the relationship between emotional regulation and academic performance among secondary school students?
  2. Which specific emotional regulation strategies have the most significant impact on students’ academic performance?
  3. How does academic performance differ between students who effectively regulate their emotions and those who do not?
  4. How does the school environment and teaching methods contribute to fostering emotional regulation among students?

  • Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho:  Emotional regulation has no significance effect on the academic performance of secondary school students.

H1:  Emotional regulation has significance effect on the academic performance of secondary school students.

  • Significance of the Study

The significance of the study on the impact of emotional regulation on students’ academic performance in secondary school is multi-faceted and far-reaching. Emotional regulation, which refers to the ability to manage and respond to an individual’s emotional experiences, plays a crucial role in students’ academic performance. It is a key component of emotional intelligence, which has been linked to academic success. Students who can effectively manage their emotions are more likely to be focused, motivated, and engaged in their studies, leading to better academic performance.

Moreover, emotional regulation can influence students’ social interactions and relationships, which are also important aspects of their school experience. Students who can regulate their emotions effectively are more likely to have positive relationships with their peers and teachers. These positive relationships can, in turn, create a supportive and conducive learning environment, further enhancing students’ academic performance.

Furthermore, the study’s significance extends beyond the immediate school environment. Emotional regulation skills are not only beneficial for academic success but are also essential life skills. They can help students navigate various life challenges and transitions, including those related to their future careers. Therefore, understanding the impact of emotional regulation on academic performance can provide valuable insights for developing effective educational strategies and interventions.

The study also has implications for educational policy and practice. If emotional regulation is found to significantly impact academic performance, it may necessitate changes in how education is delivered. This could include incorporating emotional regulation training into the curriculum, providing professional development for teachers on how to support students’ emotional regulation, and creating a school culture that values and promotes emotional well-being.

Additionally, the study could contribute to the existing body of knowledge on the relationship between emotional regulation and academic performance. It could provide empirical evidence to support or challenge current theories and assumptions, leading to a more nuanced and comprehensive understanding of this relationship. This could, in turn, inform future research in this area.

Lastly, the study could have significant implications for parents and families. Understanding the impact of emotional regulation on academic performance could help parents support their children’s academic success by fostering their emotional regulation skills. This could involve teaching children strategies for managing their emotions, modeling effective emotional regulation, and creating a home environment that supports emotional well-being.

1.7   Scope of the Study

The study examines the impact of emotional regulation on students’ academic performance in secondary school in Oshodi lsolo Local Government Area Lagos State.  The study is restricted to selected secondary schools in Oshodi lsolo Local Government Area Lagos State.

  • Operational Definition of Terms

  1. Impact: In the context of this study, impact refers to the effect or influence that one factor, in this case emotional regulation, has on another, which is the academic performance of students. It’s about understanding how changes in emotional regulation can cause changes in academic performance.
  2. Emotional Regulation: This is the ability of an individual to manage and respond to an emotional experience. It involves being able to control when and how to express emotions in various situations. Emotional regulation is a crucial skill for students as it can affect their ability to focus, learn, and interact with others.
  3. Students: In this context, students refer to individuals who are enrolled in an educational institution to acquire knowledge and skills. Specifically, this study focuses on those in secondary school, which typically includes individuals between the ages of 12 and 18.
  4. Academic Performance: This term refers to the level of achievement of students in their educational pursuits. It’s often measured through grades, test scores, and completion of educational milestones. Academic performance is a key indicator of a student’s understanding of the curriculum.
  5. Secondary School: Secondary school, often called high school in some countries, is an educational stage that follows primary education.

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Project – The impact of emotional regulation on students’ academic performance in secondary school in Oshodi lsolo Local Government Area Lagos State

Click here to Get The Complete Research Project Chapter 1-5

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