Observational analysis shows emotional regulation varies with personality traits in students, indicating targeted support may improve well-being.
The results revealed significant links between personality traits and emotional regulation. Extraversion was negatively associated with both Cognitive Reappraisal and Expressive Suppression, suggesting extroverted students use these strategies less. Openness was positively linked to Expressive Suppression, meaning open individuals tend to suppress emotional expressions more. Neuroticism was a strong predictor for both regulation strategies, indicating emotionally unstable individuals rely more on these methods. These findings emphasize the importance of considering personality traits when addressing emotional regulation in students. Understanding these connections can guide the development of personalized emotional support and intervention strategies to enhance students’ mental well-being and academic success.
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Khan et al. (2025) studied this question.
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