Neuroeducation and Emotional Regulation as Predictors of Academic Performance in Elementary School Students

Background: Neuroeducation and emotional regulation were recognized as fundamental variables for understanding learning processes and academic performance in school settings due to their influence on cognitive functions, attention, motivation, and students’ adaptive capacity. Aim: The study aimed to determine the influence of neuroeducation and emotional regulation as predictors of academic performance among basic education students in Ecuador. Methods: A quantitative research approach was adopted through a non-experimental, cross-sectional, and correlational-explanatory design. The sample consisted of 150 basic education students. Data were collected using a structured survey and analyzed through descriptive statistics based on frequencies and percentages. Results: The findings showed that 80.0% of students perceived high and very high levels of neuroeducation in the classroom. Likewise, 73.3% demonstrated medium and high levels of emotional regulation, while 76.7% achieved medium and high levels of academic performance. Additionally, participants recognized a favorable influence of neuroeducation and a positive relationship between emotional regulation and academic achievement. Conclusions: It was concluded that neuroeducation and emotional regulation were relevant predictive factors of academic performance, contributing to learning, school adaptation, and satisfactory academic outcomes among basic education students.