THE THE IMPACT OF EMOTIONAL REGULATION OF EARLY CHILDHOOD STUDY PROGRAM STUDENTS ON TIME MANAGEMENT IN DISTANCE LEARNING

Abstract

This research aims to examine the impact of emotional regulation on time management among students in the Early Childhood Education Study Program during distance learning. As higher education increasingly adopts online learning systems, students are required to take more responsibility in managing their academic activities independently. This condition demands not only cognitive readiness but also emotional maturity. Emotional regulation the ability to recognize, understand, and manage one’s emotional responses is considered a key factor in supporting students’ ability to manage their time effectively, particularly in an autonomous and distraction prone environment like distance learning. The results showed a significant positive correlation between emotional regulation and time management. Students who demonstrated strong emotional regulation skills were more likely to organize their schedules effectively, complete assignments on time, and maintain consistent learning routines. These students were better equipped to handle academic stress, avoid procrastination, and remain focused during virtual classes. Conversely, students with lower emotional regulation tended to struggle with maintaining discipline, frequently experienced anxiety or frustration, and often failed to manage their time efficiently. The findings indicate that emotional competencies play an essential role in shaping academic behaviors, particularly in flexible learning environments where external supervision is minimal. In the context of early childhood education, where future professionals are expected to possess high emotional intelligence, strengthening these skills during their academic formation is critical. Based on the results, it is recommended that universities integrate emotional regulation training into their learning support programs or curriculum. Workshops, counseling, and reflective practices may help students develop greater self-awareness and self-regulation, which in turn can lead to improved academic performance.