Examining the Relationship between Emotional Regulation and Academic Grit among High-Achieving University Students
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| Title: | Examining the Relationship between Emotional Regulation and Academic Grit among High-Achieving University Students |
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| Language: | English |
| Authors: | Eslam Elsayed Abdelshafy (ORCID |
| Source: | Educational Process: International Journal. Article e2025146 2025 15. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Emotional Response, Self Control, Academic Persistence, High Achievement, Mental Health, Undergraduate Students, Foreign Countries, Predictor Variables, Gender Differences, Correlation, Student Characteristics |
| Geographic Terms: | Egypt |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Emotional regulation and academic grit significantly influence students' academic success. This study aimed to examine the relationship between emotional regulation and academic grit among high-achieving university students. Additionally, it explored potential gender and academic specialization differences in these constructs. The study also aimed to provide insights that can inform interventions and strategies to support students in achieving academic excellence while maintaining their mental health. Materials/methods: A predictive correlational descriptive study was conducted with a sample of 380 high-achieving students (217 females, 163 males) enrolled in undergraduate programs at Helwan University. They completed an online questionnaire that included the emotional regulation test (ERT) and the academic grit test (AGT). Results: The findings indicated that emotional regulation was positively correlated to academic grit. Additionally, emotional regulation emerged as a significant positive predictor of academic grit. It was also found that female students exhibited higher levels of emotional regulation and academic grit than their male counterparts. Furthermore, there were no statistically significant differences in the scales of emotional regulation and academic grit, nor their sub-dimensions, based on academic specialization. Conclusion: The study results supported previous studies indicating that emotional regulation was significantly and positively correlated with academic grit. Further studies testing this relationship will be crucial in developing interventions and activities aimed at enhancing the emotional regulation of high-achieving university students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475856 |
| Database: | ERIC |
| Abstract: | Background/purpose: Emotional regulation and academic grit significantly influence students' academic success. This study aimed to examine the relationship between emotional regulation and academic grit among high-achieving university students. Additionally, it explored potential gender and academic specialization differences in these constructs. The study also aimed to provide insights that can inform interventions and strategies to support students in achieving academic excellence while maintaining their mental health. Materials/methods: A predictive correlational descriptive study was conducted with a sample of 380 high-achieving students (217 females, 163 males) enrolled in undergraduate programs at Helwan University. They completed an online questionnaire that included the emotional regulation test (ERT) and the academic grit test (AGT). Results: The findings indicated that emotional regulation was positively correlated to academic grit. Additionally, emotional regulation emerged as a significant positive predictor of academic grit. It was also found that female students exhibited higher levels of emotional regulation and academic grit than their male counterparts. Furthermore, there were no statistically significant differences in the scales of emotional regulation and academic grit, nor their sub-dimensions, based on academic specialization. Conclusion: The study results supported previous studies indicating that emotional regulation was significantly and positively correlated with academic grit. Further studies testing this relationship will be crucial in developing interventions and activities aimed at enhancing the emotional regulation of high-achieving university students. |
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| ISSN: | 2147-0901 2564-8020 |
