Abstract

Emotions regulations is the capacity that plays a necessary function in our routine lives and essential not only for the attainment of socialization but also necessary in achieving educational tasks.This research proposed to examine the association between the emotions regulations and academic achievement of elementary aged students. The quantitative research method was adopted to determine the results. The sample size of the study confined 209 students (boys & girls) of twelveelementary schools in district Bahawalnagar of Punjab Pakistan. The sample of the study utilized simple random sampling. A self-report questionnaire was used to collect the data from students regarding their emotions regulations. School records and Punjab Board Gazette (Punjab Examination Commission)was included to collect data of the study. Mean, standard deviation, and Pearson correlation techniques were applied to analyze the data. The results of the study exploredthat most of the respondents practice positive strategies while expressing their emotions and have a high level of academic sores. It was also found that the students who could not able to express their emotions in positive ways; consequently, they show poor performance in education. Therefore, policy makers need to focus on attention to develop positive emotions regulations among elementary aged students.