Factors affecting the emotional regulation skills of pedagogical students in learning activities

Abstract

Emotional regulation is an indispensable skill that plays an imperative role in the comprehensive development of pedagogical students, directly affecting their learning outcomes, adaptability, and professional qualities. However, in the educational context of Vietnam, the development of emotional regulation skills among teacher education students remains understudied, in spite of the increasing psychological demands of academic and teaching environments. The current study aims to bridge this research gap by analyzing the impacts of psychological and contextual factors on emotional regulation skills of pedagogical students in Vietnam. A mixed-method research design was adopted, and a quantitative survey was conducted with 311 students from five universities in Vietnam. Confirmatory factor analysis (CFA) and multiple linear regression analysis were conducted to identify significant predictors. The results of CFA and multiple linear regression revealed that the learning environment has the strongest positive influence, whereas academic pressure exerted a strong negative impact on students' emotional regulation skills.