Regulación emocional y rendimiento académico en jóvenes universitarios. Revisión sistemática a partir de la experiencia práctica.

Abstract

Abstract: This curriculum integration project focuses on the relationship between emotional regulation and academic performance among college students, an issue that was identified during pre-professional internships in an educational setting, where it was observed that students academic performance problems were often due to ineffective management of their emotions. Based on this observation, a systematic review of the scientific literature was conducted following the PRISMA guidelines to analyze the relationship between these two variables. The five studies included, originating from different countries and published between 2021 and 2025, demonstrated that there is a significant relationship between emotional regulation and academic performance in students, showing that students with greater emotional self-management skills achieve better academic results, are less likely to procrastinate, and adapt better to university life. Based on this scientific evidence, a simulated clinical case was developed involving a college student with generalized anxiety disorder and poor academic performance, which included a comprehensive psychological evaluation and an intervention plan based on Cognitive-Behavioral Therapy. This work integrates theory, professional practice, and scientific evidence, promoting a comprehensive and contextualized clinical approach.