ARTICLES
DOI DOI: 10.38140/ijspsy.v5i3.2155

Emotion regulation and college persistence: A collaborative evaluation approach

Raymond Cabrera1, Liliana Rodríguez-Campos2, Michelle Rincones-Rodriguez 3
  1. 1 , Undergraduate Studies, University of South Florida, United States of America
  2. 2 Undergraduate Studies, University of South Florida, United States of America
  3. 3 London School of Economics and Political Science, Department of Psychological and Behavioural Science,

Abstract

First-generation students face systemic and emotional barriers to persistence, yet most persistence models emphasize academic indicators and under-specify emotional competencies. This quantitative study examines whether emotion regulation (ER) predicts long-term college persistence among first-generation students in a federally funded programme. Grounded in Gross’s process model of ER and evaluated using the Difficulties in Emotion Regulation Scale (DERS), this longitudinal collaborative evaluation followed 163 participants for six years post–high school to determine degree completion rates. Data were analyzed through logistic regression while incorporating a collaborative evaluation approach, guided by the Model for Collaborative Evaluations (MCE; Rodríguez-Campos & Rincones-Gómez, 2013). Results indicate that higher ER scores significantly increased the likelihood of college graduation, even after accounting for GPA and programme participation. These findings highlight the psychosocial value of ER and underscore the utility of collaborative evaluation models in identifying and acting on essential non-academic predictors of college persistence.

How to Cite

Cabrera, R., Rodríguez-Campos, L., & Rincones-Rodriguez , M. (2025). Emotion regulation and college persistence: A collaborative evaluation approach. International Journal of Studies in Psychology, 5(3), 71–73. https://doi.org/10.38140/ijspsy.v5i3.2155
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