Relevant bibliographies by topics / Academic procrastination；emotion regulation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic procrastination；emotion regulation'

Author: Grafiati
Published: 30 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Academic procrastination；emotion regulation"

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Rezaei, Sajjad, and Azra Zebardast. "The Mediating Role of Cognitive Emotion Regulation Strategies on Mindfulness, Anxiety, and Academic Procrastination in High Schoolers." Practice in Clinical Psychology 9, no. 2 (2021): 133–42. http://dx.doi.org/10.32598/jpcp.9.2.731.1.

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Objective: The present study aimed to investigate the mediating role of cognitive emotion regulation strategies on the relationship between mindfulness, anxiety, and procrastination in high school students. Methods: The study sample consisted of 350 high school female students in Rasht City, Iran. The study subjects responded to the Academic Procrastination Scale (APS), the Cognitive Emotion Regulation Questionnaire (CERQ), the Cattell Anxiety Scale (CAS), and the Five Facet Mindfulness Questionnaire (FFMQ). Data analysis was performed by Pearson product-moment correlation coefficient and stru
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Pratama, Giandra Ogy. "Peran Regulasi Emosi Terhadap Prokrastinasi Akademik pada Siswa Kelas VIII SMP." Indonesian Journal of Guidance and Counseling: Theory and Application 8, no. 2 (2019): 119–24. http://dx.doi.org/10.15294/ijgc.v8i2.19693.

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Penelitian ini bertujuan untuk mengetahui pengaruh regulasi emosi terhadap prokrastinasi akademik siswa. Penelitian ini merupakan penelitian korelasional dengan 139 sampel yang diperoleh menggunakan cluster random sampling. Teknik analisis data menggunakan analisi regresi. Pengumpulan data menggunakan PASS (Procrastination Assessment Scale for Students) dan ERQ (Emotion Regulation Questionnaire) dengan reliabilitas 0,725 dan 0,694. Hasil penelitian menunjukkan bahwa ada pengaruh antara regulasi emosi dengan prokrastinasi akademik (R=0,18 F(4,580)=1,137, p<0,05) sebesar 3,2%. Secara khusus r
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Gross, Samuel, Lukas Schulze-Vorberg, and Miriam Hansen. "The Procrastinating PhD student: A Latent Profile Analysis." International Journal of Doctoral Studies 19 (2024): 005. http://dx.doi.org/10.28945/5302.

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Aim/Purpose: Little is known about procrastination in PhD students, as most research focuses on undergraduate students. While there have been several efforts to identify different types of academic procrastinators in undergraduates, no study has attempted to identify different procrastination types in PhD students. Additionally, most of the studies that found different procrastination types in undergraduates did not research how these types differ regarding procrastination antecedents, excluding important information about the characteristics of these types. Background: The present study addre
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Kwon, Yejin, and Jongnam Kim. "The Effect of Depression on Smartphone Addiction Tendency in University Students: The Double Mediating Effects of Avoidant/Distractive Emotion Regulation Style and Academic Procrastination." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 24 (2024): 443–63. https://doi.org/10.22251/jlcci.2024.24.24.443.

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Objectives The purpose of this study was to examine the dual mediating effects of avoidant/distractive emotion regulation styles and academic procrastination in the relationship between depression and smartphone addiction tendency among university students. Methods A total of 474 undergraduate students aged 18 and older nationwide were analyzed. They completed a survey that included the Korean version of the Center for Epidemiological Studies Depression Scale (K-CES-D), the Emotion Regulation Checklist (ERC), the Aitken Procrastination Inventory (API), and the Smartphone Addiction Self-Diagnos
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Musslifah, Anniez Rachmawati. "Penurunan Prokrastinasi Akademik melalui Pelatihan Keterampilan Regulasi Emosi." Psympathic : Jurnal Ilmiah Psikologi 5, no. 1 (2018): 95–106. http://dx.doi.org/10.15575/psy.v5i1.2321.

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Procrastination in completing academic tasks is common to most students, including in the work of the thesis. One of the factors that cause students to delay completing the thesis is the ability to manage their emotions (emotion regulation). Karem training based on the theory of emotional regulation is expected to decrease the tendency of academic procrastination behavior in the students. This study aims to examine the effect of Karem training on academic procrastination in psychology faculty students of Muhammadiyah University of Surakarta. This study used Nonrandomized Control Group Pretest-
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Muti’ah, Aulia, Nur Wisma, and Rani Mega Putri. "Hubungan Regulasi Emosi dengan Prokrastinasi Akademik Pada Siswa." Islamic Counseling: Jurnal Bimbingan Konseling Islam 8, no. 1 (2024): 15–24. https://doi.org/10.29240/jbk.v8i1.9798.

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The Covid-19 era has brought new habits for students, one of which is taking work as a relaxing activity. This arises because of the comfort zone that was formed to entertain oneself in that era. However, this has negative effects on students' academic aspects, for example academic procrastination. Academic procrastination is influenced by many factors, one of which is emotional regulation. A preliminary study conducted with student interviews at SMAN 10 Palembang showed that students can regulate emotions but they still carry out academic procrastination. This research was carried out using a
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Dehghani, Mojgan, Azra Mohammadpanah Ardakan, and Mahtab Moraveji. "Comparison of Early Maladaptive Schemas and Difficulty in Emotion Regulation Among Adolescent Boys and Girls With and Without Marijuana Use." Journal of Adolescent and Youth Psychological Studies 5, no. 6 (2024): 135–44. http://dx.doi.org/10.61838/kman.jayps.5.6.15.

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Objective: This study aimed to explain the mediating role of academic engagement in the relationship between goal orientation, academic burnout, and academic procrastination among high school students. Methods and Materials: The research method was descriptive and correlational. The statistical population included all female high school students in Ardakan County during the 2020-2021 academic year. A sample of 294 students was selected using convenience sampling based on the Morgan table. The instruments used in this study were the Solomon and Rothblum Academic Procrastination Questionnaire (1
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Jung, Sun Young. "The Effect of Negative Core Self-Evaluation of College Students on Academic Procrastination Influence: Moderating Effect of Emotional Regulation Behavior." Korean Academy Welfare Counseling 11, no. 2 (2022): 27–47. http://dx.doi.org/10.20497/jwce.2022.11.2.27.

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In this study, the relationship between negative core self-evaluation, emotional regulation, and academic procrastination in college students was investigated, and whether emotional regulation behavior had a moderating effect in the relationship between negative core self-evaluation and academic procrastination behavior. A questionnaire survey was conducted among college students using the negative core self-evaluation scale, the emotional regulation scale, and the academic procrastination scale, and the data collected from 225 students were analyzed. Using SPSS 24.0, descriptive statistics an
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Dang, Xinran. "The Relationship Between Short Video Social Media Dependency, Negative Emotional Experiences, and Academic Procrastination among College Students." Journal of Education and Educational Research 10, no. 2 (2024): 117–22. http://dx.doi.org/10.54097/j3n75p91.

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According to the 52nd "Statistical Report on Internet Development in China," as of June 2023, the number of short video users in China has reached a massive 1.026 billion, an increase of 14.54 million compared to December 2022, accounting for 95.2% of the total internet users. Smartphone dependence, especially on short video social media, significantly impacts students' negative emotions and academic procrastination. Studies have found that dependency on short video social media often leads to poor time management, distraction, and academic procrastination. Negative emotions such as anxiety an
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Larysa, ABSALYAMOVA, KRIUKOVA Maryna, CHORNA Olena, BADER Svitlana, ANASTASOVA Natalya, and MAKSYMCHUK Borys. "Neuropsychological Prevention of Students' Procrastination." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 15, no. 1 (2024): 1–13. https://doi.org/10.18662/brain/15.1/530.

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The article addresses to the problem of theoretical study of the problem of academic procrastination and its neuropsychological prevention for students. It describes neuropsychological means of prevention of academic procrastination with the recommendation to take into account the results of psychodiagnostics and analysis of some conditions and causes of the studied phenomenon. The psychological portrait of a student-procrastinator is analised the components of which are individual psychological, psychophysiological and personal characteristics. The role of the relationship between self-regula
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Dissertations / Theses on the topic "Academic procrastination；emotion regulation"

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Wang, Siyuan. "A SERIOUS GAME PROTOTYPE BASED ON STUDY TRAINING EMOTION REGULATION TO HELP COLLEGE STUDENTS REDUCE ACADEMIC PROCRASTINATION : Take ‘Cat Clinic’ as a case." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20018.

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Academic procrastination is a common phenomenon among contemporary college students. This behavior seriously affected the graduation, physical and mental of college students. Playing games is a kind of procrastination behavior, which refers to short-term happiness through games and avoiding the pain caused by academic writing. The purpose of this article is to help students pay attention to using idle games to regulate emotions to reduce the frequency of academic writing procrastination. In terms of game design, the game type chosen is idle games. The study used the method of emotion regulatio
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Eckert, Marcus Verfasser], and Bernhard [Akademischer Betreuer] [Sieland. "Increasing Emotion Regulation Skills in Order to Overcome Procrastination / Marcus Eckert ; Betreuer: Bernhard Sieland." Lüneburg : Universitätsbibliothek der Leuphana Universität Lüneburg, 2017. http://nbn-resolving.de/urn:nbn:de:gbv:luen4-opus-144343.

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Eckert, Marcus [Verfasser], and Bernhard [Akademischer Betreuer] Sieland. "Increasing Emotion Regulation Skills in Order to Overcome Procrastination / Marcus Eckert ; Betreuer: Bernhard Sieland." Lüneburg : Universitätsbibliothek der Leuphana Universität Lüneburg, 2017. http://d-nb.info/1129450988/34.

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Cheng, Sheng-Lun. "The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536.

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Ernst, Stephanie. "Relationships Among Parenting Style, Parental Self-Efficacy, Parents' Perceptions of Children, and Preschoolers' Emotion Regulation." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1217.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology
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Burgos, Torre Kattya Sofia. "Procrastinación y Autoeficacia Académica en estudiantes universitarios limeños." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652037.

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El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico; Participaron 178 universitarios a los que se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.3
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Scott, Samantha L. "Is Selective Mutism an Emotion Regulation Strategy for Children with Social Phobia? A Single Case Design Investigation." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5489.

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To determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups. Examining the temporal sequencing of behaviors and physiology provides a direct test of the utility of em
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King, Kristen Anne. "How does emotion regulation of Head Start preschoolers relate to academic competence at the end of kindergarten? evidence from longitudinal models /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 58 p, 2010. http://proquest.umi.com/pqdweb?did=1992442091&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Guclu, Aysegul. "Eighth Grade Students&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611357/index.pdf.

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The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students&rsquo<br>emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of &Ccedil<br>ankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, &amp<br>Davis, 2004), Anxiety subscale of Academic Emotions Questionnaire (AEQ
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Janssen, Jill. "Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement." 2015. http://scholarworks.gsu.edu/epse_diss/103.

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This dissertation presents a literature review on procrastination and more specifically research involving the domain of academic procrastination, characteristics/traits academic procrastinators exhibit, and two different types of academic procrastinators. Even though a comprehensive theory has not been established, social cognitive theory, attribution theory, and motivation theories contribute to our understanding of academic procrastination. Studies that investigate prevalence of high school and college students who procrastinate in international settings, and more specifically in the United
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Books on the topic "Academic procrastination；emotion regulation"

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Carrión, Victor G., John A. Turner, and Carl F. Weems. Emotion Processing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190201968.003.0003.

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Prolonged difficulty identifying and regulating emotions is another essential symptom of PTSD, and has been associated with hormonal dysregulation, social and academic difficulties, and structural and functional brain deficits in youth and adults. Individual subject variance in personality, disposition, sex, and genotype has been shown to uniquely modulate the prefrontal and limbic brain regions associated with emotion processing. The current chapter examines how the component processes of emotion regulation, such as fear conditioning, can be dysregulated by the experience of traumatic stress,
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Kristjánsson, Kristján. Educating Emotions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809678.003.0009.

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Chapter 9 rehearses Aristotle’s somewhat unsystematic remarks about emotion education. Moreover, the chapter subjects to critical scrutiny six different discourses on emotion education in addition to Aristotle’s: care ethics; social and emotional learning; positive psychology; emotion-regulation discourse; academic-emotions discourse; and social intuitionism. Four differential criteria are used to analyse the content of the discourses: valence of emotions to be educated; value ontology; general aims of emotion education; and self-related goals. Possible criticisms of all the discourses are pre
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Copeland-Linder, Nikeea, Edore Onigu-Otite, Jennifer Serico, Mariflor Jamora, and Harolyn M. E. Belcher. Neurobiology of Child Maltreatment and Psychological Trauma. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0181.

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Trauma is defined as exposure to an event or situation that overwhelms one’s capacity to cope, and threatens or causes harm to mental and physical well-being. This may include direct exposure, witnessing events, or learning about distressing experiences that happened to a loved one. Trauma can have deleterious consequences for children including increased risk for psychopathology, physical health problems, and impairment in several domains of functioning including emotion regulation, academic abilities, and social relationships. Examples of acute or short-lived traumatic experiences include na
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Book chapters on the topic "Academic procrastination；emotion regulation"

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Tinsman, Claudine, and Laura Csuka. "Digital Emotion Regulation on Academic Twitter." In Communications in Computer and Information Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-49212-9_12.

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Cameron, Claire E., Megan M. McClelland, Jennie Grammer, and Frederick J. Morrison. "Self-regulation and academic achievement." In Child development at the intersection of emotion and cognition (2nd ed.). American Psychological Association, 2024. http://dx.doi.org/10.1037/0000406-011.

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Moulie, Hildebert, Robin van den Berg, and Jan Treur. "An Adaptive Network Model for Procrastination Behaviour Including Self-regulation and Emotion Regulation." In Computational Science – ICCS 2021. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77961-0_44.

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Eisenberg, Nancy, Tracy L. Spinrad, and Carlos Valiente. "Emotion-related Self-regulation and Children's Social, Psychological, and Academic Functioning." In Diversity in Harmony - Insights from Psychology. John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119362081.ch14.

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Kong, Lingwen. "Relationship between anxiety and academic burnout in college students: The mediating role of emotion regulation strategy." In Addressing Global Challenges - Exploring Socio-Cultural Dynamics and Sustainable Solutions in a Changing World. Routledge, 2024. http://dx.doi.org/10.1201/9781032676043-43.

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Yip, Ka-Yu, and Man-Tak Leung. "The Structural Model of Perceived Parenting Style as Antecedent on Achievement Emotion, Self-regulated Learning and Academic Procrastination of Undergraduates in Hong Kong." In Applied Psychology Readings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2796-3_12.

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Chan, So-Fong, and Man-Tak Leung. "A Structural Equation Model of WhatsApp’s Addiction, Emotion Regulation, Personality, Academic Performance Decrement, and Social Connection of WhatsApp’s Attitude." In Applied Psychology Readings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2796-3_7.

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Pychyl, Timothy A., and Fuschia M. Sirois. "Procrastination, Emotion Regulation, and Well-Being." In Procrastination, Health, and Well-Being. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-802862-9.00008-6.

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SÁNCHEZ-CAYETANO, Michel, and Luis Macario FUENTES-FAVILA. "Reducing academic procrastination in health sciences students." In Handbooks Reflexión sobre la intervención de experiencias docentes desde educación básica hasta superior, en el norte del Estado de México en 2022 TII. ECORFAN, 2023. http://dx.doi.org/10.35429/h.2023.2.68.80.

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Academic procrastination is a defect in the performance of academic activities that is characterized by postponing until the last-minute tasks that need to be completed. It is of greater interest in universities, since it is a problem that thousands of students struggle with, and it persists even in the postgraduate field with the writing of theses, obtaining low academic performance. Therefore, the learner needs to generate competencies through teacher intervention. Self-regulated learning was implemented as a pedagogical tool with the objective of reducing academic procrastination in student
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Hannesdóttir, Dagmar Kr, and Thomas H. Ollendick. "Emotion Regulation and Anxiety." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0008.

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Chapter 8 reviews anxiety disorders of childhood and adolescence, investigating the role of emotion regulation in onset, maintenance and propagation. Based on DSM-5 criteria anxiety disorders have the following core features: Excessive, persisting anxious arousal and clinically significant symptoms causing distress or dysfunction in social, academic or other domains of functioning. Currently, CBT interventions have been created for school-aged children with anxiety including the Coping Cat and the Cool Kids programs. Despite relatively high success rates, children remaining symptomatic after t
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Conference papers on the topic "Academic procrastination；emotion regulation"

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Wijaya, Hariz Enggar. "The Mediating Role of Metacognitive Self-Regulation on Student Procrastination and Academic Performance." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008407700570062.

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Rudnova, N. A., and D. S. Kornienko. "Regulatory and motivational predictors of procrastination." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.239.247.

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This is a study of regulatory and motivational predictors of student procrastination. Students procrastinate more than young specialists. With age, procrastination decreases due to self-regulation, but procrastination has negative effects, so it is important to determine its predictors. Probably they will become motivation and self-regulation. For the diagnosis of the studied psychological characteristics were used self-reporting method. The study involved 198 students aged 17 to 24 years (M = 19.47; SD = 1.55), students in 1–4 courses, of which 65 % were girls. The results obtained indicate a
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Kiskola, Joel, Thomas Olsson, Aleksi H. Syrjämäki, et al. "Online Survey on Novel Designs for Supporting Self-Reflection and Emotion Regulation in Online News Commenting." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. ACM, 2022. http://dx.doi.org/10.1145/3569219.3569411.

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Komolafe, Beatrice Iyabo, and David Akinlolu Adeyemo. "Coherence psychotherapy and self-regulation training in the reduction of academic procrastination among undergraduates in South-west Nigeria." In London International Conference on Education. Infonomics Society, 2015. https://doi.org/10.20533/lice.2015.0057.

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Valenzuela, Rafael, Nuria Codina, and José Vicente Pestana. "RELATIONS BETWEEN UNIVERSITY STUDENTS’ PHYSICAL ACTIVITY, ACADEMIC SELF-REGULATION AND PROCRASTINATION: CONSIDERING MOTIVES AND GENDER-DIFFERENCES IN THE PROMOTION OF HEALTHY HABITS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1857.

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Yancı Kumaşoğlu, Letisya. "The Mediating Role of Interpersonal Emotion Regulation Strategies and General Belongingness in Relation to Childhood Emotional Abuse and Meaning in Life." In 5th International Academic Conference on Humanities and Social Sciences. Acavent, 2021. http://dx.doi.org/10.33422/5th.iachss.2021.06.376.

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Zhang, Han, and Diyu Zhou. "Effects of Daylight Intensity on Emotion Regulation in a Virtual Healing Space." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005685.

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With increasing social pressure, the youth population in colleges and universities generally faces increasingly severe negative emotional problems, which not only affect academic performance but also significantly reduce the quality of daily life. In response to this challenge, numerous educational institutions have established psychological healing rooms to provide emotional support and stress management services. However, existing psychological healing spaces often fail to achieve the expected healing effects and affect student engagement due to a lack of sufficient privacy and interactivity
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Haga, Elizabeth. "“Bad, really really bad” ESL Learners’ Emotions and Emotion Regulation in Response to Native Speaker." In 6th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-970328-4-4-006.

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Emotions and emotion regulation are well researched in mainstream psychology. Although the study of emotions is currently receiving increased attention in the literature on second language learning, little empirical evidence is available on the emotional effect of feedback on language learning. This study investigates the emotions experienced by adult ESL learners enrolled in an English for Academic Purposes (EAP) program at an American community college, in response to feedback on their performance inside and outside of the classroom. It also investigates how these learners regulated their em
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Lesmana, Teguh, and Gustina Ahmad. "The Correlation of Emotion Regulation and Learning Agility on the Academic Self-efficacy Level of Junior High School Students during the Covid-19 Pandemic." In International Conference on Psychological Studies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010809100003347.

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Laranjeira, Carlos, João Gomes, Paula Carvalho, and Ana Querido. "“Map ourselves through Digital Storytelling”: Pedagogical tool in the development of self-knowledge skills on Advanced practice psychiatric-mental health nursing." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16381.

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By creating digital stories people are encouraged to reminisce about events with an impact on their life and personal and professional development. This paper aims to determine nurses’ perspectives regarding a pedagogical tool – Digital StoryTelling (DST). Our qualitative study design used video focus groups involving 20 master students in mental health nursing during the academic year 2020/2021. Students highlighted the creative content of digital stories and their potential to develop self-awareness, socio-emotional regulation and interpersonal relationships. With regard to the barriers, the
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Reports on the topic "Academic procrastination；emotion regulation"

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Hardani, Rika, Diana Setiyawati, and Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.

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Abstract:
Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen &amp; Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors als
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