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The Dynamics of Self-Regulated Learning and Emotional Regulation in the Educational Path: A Theoretical Review

DOI: 10.4236/ce.2025.165039, PP. 632-650

Keywords: Emotional Regulation, Self-Regulated Learning, Academic Success, Pedagogical Interventions, Socio-Emotional Learning, Student Well-Being

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Abstract:

Self-regulated learning and emotional regulation are considered essential competencies for students’ academic success and well-being. This article presents a theoretical review exploring the interdependence between both constructs, highlighting how they mutually influence motivation, task engagement, resilience, and emotional adjustment throughout the educational journey. Following an in-depth conceptual analysis, pedagogical interventions that integrate SRL and ER are described, including practices such as mindfulness, cognitive reappraisal, metacognitive strategies, formative feedback, and social and emotional learning programs. These theoretically grounded and practice-oriented interventions have proven effective in fostering more self-regulated, positive, and emotionally healthy learning environments. The article also discusses pedagogical implications and suggests directions for future research, with emphasis on individual and contextual factors, as well as the potential of educational technologies in supporting the development of these competencies. The intentional inclusion of SRL and ER in pedagogical practices thus proves essential for a more effective, equitable, and responsive education aligned with the demands of the 21st century.

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