From Emotions to Achievement: The Role of Cognitive Control and Teacher Support in Academic Performance

This study explores the impact of emotions such as interest, joy, anger, and fear on high school students’ academic achievement, focusing on the mediating role of cognitive control and the moderating effect of perceived social support. Based on educational psychology theories concerning emotion and motivation, the research investigates how positive and negative emotional states—such as interest and joy, alongside anger and fear—affect students’ cognitive control abilities, which in turn influence their academic performance. The study also examines how support from teachers can buffer the negative effects of emotions like anger and fear on cognitive control. The findings reveal a dual pathway through which emotions impact academic performance: directly, by disrupting cognitive processes, and indirectly, by reducing cognitive control. Moreover, the results indicate that higher levels of perceived social support enhance students’ ability to maintain cognitive control despite the presence of negative emotions. These insights underscore the significance of fostering supportive educational environments and implementing strategies that boost both cognitive control and emotional well-being. The study provides valuable implications for educators, school psychologists, and policymakers focused on improving academic outcomes by promoting emotional resilience and enhancing students’ cognitive capabilities.