Análisis de la regulación emocional y su relación con el rendimiento académico en los estudiantes de 4to y 5to de básica de la institución educativa "San Gerónimo" Guayaquil durante el período enero-junio 2025

Abstract

The present study entitled "Relationship between emotional regulation and academic performance in students of the fourth and fifth year of basic education of the educational institution "San Gerónimo" during the period January-June 2025. had the overall objective of exploring the relationship between emotional regulation and academic performance in students in the fourth and fifth years of basic education. A quantitative approach was applied, with non-experimental design, cross-sectional and descriptive-correlational scope. The sample was census, composed of 68 students. The CARAS-R test was used to measure emotional regulation and average scores for academic performance. The results indicated that 63.64% of fourth-year students had a very high level in emotional regulation (enneatipus 9), followed by 27.27% with a high level (enneatipus 8). In the fifth year, 46.15% showed an average level and only 2.56% reached a very high level. In terms of academic performance, 36.8% of students achieved a high level, while 33.8% had an average level. Spearman’s correlation between emotional regulation and academic performance was very low (r = 0.097), indicating a weak and non-significant relationship. In conclusion, although stable emotional profiles were observed in many students, the statistical relationship between It is therefore suggested that the sample should be expanded and other emotional and contextual variables considered for future studies to explore in depth the factors that affect school performance.