An Assessment of Academic Emotion Regulation Strategies Among College Students.

Ramyanka Dubbasi , Seshagiri Rao Joshi , Dr. Rithuma Oruganti

Emotion Regulation Inventory, Academic Stress, Suppression, Dysregulation, Integrative Regulation, University Students.

Emotion regulation is defined as "the processes by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions." Gross, J. J. (1998). This study investigates the prevalence and distribution of emotion regulation strategies--Suppression, Dysregulation, and Integrative regulation--among a sample of university students (N = 59). Utilizing a single-factor ANOVA and independent samples t-tests, the research examined whether significant differences exist between gender groups and across different regulatory domains. Results indicated no significant difference in the mean scores across the three domains, suggesting a balanced use of regulatory strategies within the student population. This study investigated the patterns of emotion regulation among university students (N = 59) using the Emotion Regulation Inventory (ERI). The research specifically examined three domains: Suppression Emotion Regulation (SER), Dsyregulated Emotion Regulation (DER), and Integrative Emotion Regulation (IER). The objective was to determine if students prioritize specific regulatory strategies and whether these patterns differ by gender. Results from a single-factor ANOVA indicated no significant difference between the three domains, F(2, 174) = 0.23, p = .79, suggesting that students employ a diverse repertoire of strategies. Furthermore, descriptive analysis of total raw scores (M = 50.61, SD = 7.01) showed remarkable consistency across gender groups. These findings suggest that academic emotion regulation is a multi-faceted process not dominated by a single behavioral approach, highlighting the need for holistic emotional support in higher education.

Volume 14 Issue 3, March-2026

Pages : d339-d346