Regulación emocional y memoria de trabajo en el desempeño académico

María Laura  Andrés; Santiago   Vernucci; Ana García Coni; María M.  Richard’s; Mariela Luz  Amazzini; Rosaura   Paradiso

doi:10.22235/cp.v14i2.2284

Authors

María Laura Andrés Instituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP-CONICET) https://orcid.org/0000-0003-4398-2043
Santiago Vernucci Instituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP-CONICET) https://orcid.org/0000-0003-1595-3106
Ana García Coni Instituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP-CONICET) https://orcid.org/0000-0002-6304-7880
María M. Richard’s Instituto de Psicología Básica, Aplicada y Tecnología IPSIBAT (UNMDP-CONICET) https://orcid.org/0000-0002-9425-193X
Mariela Luz Amazzini Facultad de Psicología (UNMDP) https://orcid.org/0000-0003-0138-7406
Rosaura Paradiso Facultad de Psicología (UNMDP) https://orcid.org/0000-0002-4845-1869

DOI:

https://doi.org/10.22235/cp.v14i2.2284

Keywords:

emotion regulation, working memory, academic performance, children, teachers

Abstract

The objective of this work was to analyze the relationship between emotional regulation strategies, cognitive reappraisal applied to home school tasks (CR-HST) and emotional management applied to home school tasks (EM-HST) on academic performance (AP) controlling working memory difficulties (WM-diff) in children who finished Primary Education. A self-report questionnaire to assess CR-HST and EM-HST was administered to 119 fourth, fifth and sixth grade children (9 to 11 years old) and two questionnaires to their teachers to assess their AP and WM difficulties. The results showed that EM-HST was associated with the success, academic productivity, mathematics and reading dimensions of AP, even when WM-diff was controlled. There were no significant associations between CR-HST and AP, or any of the strategies on impulse control in academic situations. The results are expected to deepen the understanding of the role of emotional regulation in AP and thus contribute to the content of programs for promoting emotional regulation designed for school contexts.

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