Investigating the relationship between emotion regulation strategies and self‐efficacy beliefs among adolescents: Implications for academic achievement

Abstract The present study sought to investigate the implications of emotion regulation strategies for academic achievement in adolescence. First, the relationship between various facets of emotion regulation strategies and self‐efficacy beliefs was investigated. Second, emotion regulation strategies were scrutinized in relation to academic achievement. Using a sample of middle school adolescents ( N = 478; 181 female), from a collectivist society, the results of correlation analysis revealed positive and negative relationships between different facets of emotion regulation strategies and self‐efficacy beliefs. For instance, reappraisal (a positive emotion regulation strategy) was positively correlated with academic self‐efficacy, a critical facet for learning and academic achievement ( r = .32, p < .01). Similarly, there were positive and negative correlations between emotion regulation strategies and academic achievement. Implications for both adolescents and schools are discussed.