A SYSTEMATIC REVIEW ON THE RELATIONSHIP BETWEEN EMOTIONAL REGULATION AND PSYCHOLOGICAL WELL-BEING IN HIGHER EDUCATION
DOI:
https://doi.org/10.55197/qjssh.v5iSI1.568Keywords:
systematic review, emotional regulation, psychological well-being, higher educationAbstract
This systematic review examines the relationship between emotional regulation (ER) and psychological well-being (PWB) in higher education from 2019 to 2024. It focuses on how emotional regulation strategies impact students' and teachers' psychological well-being and academic performance in higher education. The review synthesizes findings from 63 studies across multiple countries, highlighting both adaptive and maladaptive ER strategies. Methodologically, most studies employed quantitative approaches with a few utilizing mixed or qualitative methods. The findings consistently show that better ER skills correlate with lower stress and improved psychological outcomes. Additionally, demographic factors and contextual factors like the COVID-19 pandemic significantly moderate these relationships. The review emphasizes the importance of adaptive ER strategies for both students and teachers in higher education, recommending further research to explore more mediating and moderating factors, and suggesting the inclusion of more diverse samples to enhance generalizability.
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