IMPACT OF SELF-REGULATION ON COEXISTENCE AND ACADEMIC PERFORMANCE OF PRIMARY SCHOOL STUDENTS IN BUCARAMANGA.

Abstract

Self-regulation is viewed as the ability to plan, monitor, and adjust behavior, emotions, and thinking to achieve academic and social goals. In the educational context, this skill manifests itself in time management, sustained attention, emotional self-regulation, and persistence in the face of difficulties. It is here, where school dynamics can be influenced by family and community contexts, that self-regulation becomes relevant as a bridge between intrinsic motivation and academic performance. For this reason, this essay aims to analyze the link between self-regulation and learning for coexistence. To do so, it was necessary to conduct a systematic review of information based on the specific views of various authors on the topic. One finding emphasizes that emotional self-regulation constitutes a central axis for enhancing learning, since positive interactions strengthen intrinsic motivation and participation in group activities. Through active listening, turn-taking, cooperation, and conflict resolution, students build enriching classroom climates that foster the exchange of ideas and collaborative learning. Social emotional competence also reduces interpersonal tension and isolation, factors that can impair participation and performance in curricular tasks.