SELF REGULATION SKILLS THROUGH COGNITIVE EMOTIONAL INTEGRATION STRATEGIES AMONG UNDER GRADUATE TRAINEES

Abstract

Self-regulation skills are critical for academic success and personal growth among undergraduate trainees. This study investigates the efficacy of cognitive emotional integration strategies in improving self-regulation skills in this demographic. Undergraduate education represents a crucial phase in individuals' academic journey, where the ability to set and achieve goals, manage emotions, and adapt strategies is pivotal. However, the integration of cognitive and emotional components to enhance self-regulation skills remains an underexplored area within educational research. This research addresses this gap by employing a experimental methods. A cohort of undergraduate trainees participated in a structured intervention program that introduced cognitive emotional integration strategies. These strategies encompassed aspects of metacognition, emotion regulation, goal setting, and adaptive problem-solving. The analysis revealed statistically significant improvements in self-regulation skills among the participants following the intervention. These improvements were evident in their ability to manage time effectively, stay focused on tasks, and persevere in the face of challenges. Moreover, the findings provided rich insights into the students' experiences, shedding light on the subjective aspects of cognitive emotional integration, such as increased self-awareness and enhanced emotional intelligence. The results of this study underscore the potential of cognitive emotional integration strategies to foster self-regulation skills among undergraduate trainees. The findings have practical implications for educators and institutions seeking to enhance the academic and personal development of their students. By integrating cognitive and emotional approaches, educators can empower undergraduates with a holistic skill set that not only benefits their academic endeavors but also prepares them for future personal and professional challenges. In conclusion, this research contributes to the evolving field of educational psychology by highlighting the transformative impact of cognitive emotional integration strategies on self-regulation skills among undergraduate trainees. It underscores the importance of recognizing the interconnectedness of cognitive and emotional processes in education and offers a promising avenue for fostering students' holistic development.

Key words: Self regulation, emotion, cognition, education, emotional integration