Emotional regulation and student well-being associated with academic self-efficacy in adult graduate students: a CB-SEM study
DOI:
https://doi.org/10.18050/psiquemag.v15i1.4298Keywords:
emotion regulation, student well-being, academic self-efficacy, adult students, graduate education, CB-SEMAbstract
Objective: To examine the association of emotion regulation and student well-being with academic self-efficacy among adult students enrolled in graduate programs in Peru. Methodology: A quantitative, non-experimental, cross-sectional study with an associative-explanatory scope was conducted. The sample consisted of 374 adult students aged 35 to 50 years, selected through proportional stratified probability sampling from three Peruvian universities. The Cognitive Emotion Regulation Questionnaire (CERQ), a student well-being instrument, and the Perceived Self-Efficacy in Academic Situations Scale (EAPESA) were administered. Data were analyzed using covariance-based structural equation modeling (CB-SEM) with AMOS v.26. The measurement model was assessed through factor loadings, composite reliability, average variance extracted, and discriminant validity; subsequently, the structural model and its global fit were estimated. Results: The model showed acceptable fit indices: χ²/df = 2.314, CFI = .934, TLI = .921, RMSEA = .058, and SRMR = .049. Emotion regulation was positively and significantly associated with academic self-efficacy (β = .571, p < .001), as was student well-being (β = .612, p < .001). Emotion regulation was also positively associated with student well-being (β = .421, p < .001). The measurement model indicators provided overall evidence of convergent and discriminant validity, although some values suggest that the findings should be interpreted with caution. Conclusions: The findings suggest that academic self-efficacy among adult graduate students is associated with both personal resources, such as emotion regulation, and contextual conditions related to student well-being. These results provide preliminary evidence for the relevance of integrating emotional and institutional variables in the study of adult academic experiences.
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Copyright (c) 2026 Alindor Fernando Espinoza-Espinoza, Félix Cáceres-Gálvez, Richard Flores-Cáceres , Carlos Hernán Flores-Velásquez, Kriss Melody Calla-Vásquez, Alfredo Giovanni Lazo-Barreda
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