THE RELATIONSHIP OF EMOTION REGULATION IN ACADEMIC RESILIENCE AMONG PSYCHOLOGY WORKING STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES (S.Y 2023-2024)

Abstract

The study examines the connection between academic resilience and emotion management in psychology working students at Bestlink College of the Philippines. It emphasizes the importance of techniques for controlling emotions, like expressive suppression and cognitive reappraisal. The goal of the study is to give educators, legislators, and mental health specialists important information about how to apply emotion regulation techniques to improve academic performance. The study intends to investigate the connection between academic resilience and emotion control among Bestlink College of the Philippines psychology working students. The study will use a quantitative correlational design and a purposive sample of fifty students. The Academic Resilience Questionnaire and the Emotion Regulation Questionnaire (ERQ) will be used to measure academic resilience and emotion regulation, respectively. According to Cronbach's alpha coefficients, which range from 0.89 to 0.90, the questionnaires exhibit high reliability. To verify the measures' validity and reliability, a pilot research was carried out. Through their perseverance, proactive emotional control, and adaptable actions, psychology students exhibit excellent academic resilience. When confronted with difficult circumstances, this resilience strengthens their social, intellectual, and personal abilities. Better emotional regulation may boost resilience, which could guide educational policies and interventions to assist students' emotional well-being and academic accomplishment, according to the positive link shown between emotion management and academic resilience. Additional investigation in this field may provide insightful information for these endeavors. The study examined the relationship between academic resilience and emotion regulation in psychology students at Bestlink College of the Philippines who were also employed. Most of the participants were female, unmarried, and hoping to find work as soon as possible after finishing school. With an overall mean score of 3.36, cognitive reappraisal was the main technique for emotion management. Strong dedication to perseverance, proactive support-seeking, and reflective practice were the main drivers of academic resilience. The results show that improving one's ability to control emotions can help one become more resilient in the classroom. Future research should concentrate on how working students might succeed academically.