The Relationship Between Academic Engagement and Emotion Regulation with Academic Performance Among Students of Payame Noor University, Kerman Center

Abstract

Purpose: The aim of this study was to examine the relationship between academic engagement and emotion regulation with academic performance among undergraduate students of Payame Noor University, Kerman Center. Methodology: This descriptive-correlational study included a statistical population of 1600 students, from which 310 were selected using the Krejcie-Morgan table and simple random sampling. Data collection tools included the Academic Engagement Questionnaire by Schaufeli et al. (2002), the Emotion Regulation Questionnaire by Gross and John (2003), and the Academic Performance Questionnaire by Dortaj (2004). Reliability coefficients (Cronbach’s alpha) ranged from 0.76 to 0.92. Data were analyzed using Pearson correlation and multiple regression in SPSS. Findings: Results indicated a significant positive correlation between academic engagement and academic performance (r = 0.243, p = 0.009), and between emotion regulation and academic performance (r = 0.297, p = 0.001). Regression analysis revealed that only the "Vigor" subscale of academic engagement and the "Cognitive Reappraisal" component of emotion regulation were significant predictors of academic performance; other components were excluded from the model. The coefficient of determination (R²) showed that academic engagement explained 4.8% and emotion regulation explained 11.3% of the variance in academic performance. Conclusion: The findings suggest that students with higher levels of academic engagement and effective emotion regulation skills tend to demonstrate better academic performance. Enhancing these psychological traits through educational and counseling interventions could significantly improve student academic outcomes.