EMOTIONAL REGULATION AND PSYCHOLOGICAL SUPPORT IN HIGHER EDUCATION

Abstract

The present study aimed to analyze the relationship between emotional regulation, psychological support, and academic performance, considering their impacts on the permanence of students in higher education. It investigated how the management of emotions influences academic adaptation and how universities can offer adequate support to minimize the effects of stress and burnout. To this end, bibliographic research was adopted based on the review of scientific articles, books, and institutional documents, selected through academic databases such as SciELO. The methodology involved the search, selection, and critical analysis of materials that address the theme, allowing the identification of individual and institutional strategies that favor the well-being of students. The results indicated that the adoption of emotion regulation strategies is associated with lower levels of stress and better academic adaptation. In addition, it was found that institutional psychological support services play a key role in preventing student dropout and promoting mental health. However, it was identified that the adherence of students to these services is still limited, which suggests the need for institutional actions to increase awareness and encourage their use. It was concluded that the interaction between emotional and institutional factors directly influences academic success, emphasizing the importance of educational policies aimed at the socio-emotional development of students.