Abstract:
The present research explores the influence of motivational involvement and emotional regulation on academic performance. Using an empirical approach, it was investigated whether intrinsic motivation is associated with high academic performance and whether high academic performance is correlated with an increased level of recalculation – as a dimension of emotional regulation. We started from the hypothesis according to which intrinsic motivation will determine a more authentic and stable anchoring in the study; a second assumption was that a high level of emotional regulation will allow the student to cope with stressful periods during studies, obtaining a higher academic performance. The results of the analysis indicate that students with higher intrinsic motivation did indeed perform better academically (p = 0.0001, p < 0.01), thus supporting the initial hypothesis. Moreover, it was found that a higher academic performance is associated (p =0.000, p < 0.01) with an increased level of emotional regulation (significantly higher scores for recalculation and significantly lower scores for suppression), also confirming that of second hypothesis. These findings emphasize the importance of intrinsic motivation and emotional regulation in the academic context and its relevance to the overall well-being of students. The implications of these results are discussed in the research.
