Exploring the relationship between emotional regulation and working memory in high school students from Temuco, Chile
Bibliographic record
Abstract
Introduction: The interrelation between emotions and cognition is fundamental for learning. However, this field has not been able to introduce changes in Chilean educational programs. This study investigates the correlation between emotional regulation and working memory in adolescents from the city of Temuco, Chile. Methodology: 88 students from a subsidized high school were evaluated using the Montreal Cognitive Test (MoCA) to measure working memory and the Emotional Regulation Difficulties Scale (DERS-E) to evaluate emotional regulation. Results: We found no significant correlations between Emotional Rregulation, working memory and socioeconomic status or gender. Correlation analysis revealed no significant association between Emotional regulation and working memory, suggesting these variables may operate independently in this sample. Discussion: Although an inverse relationship was observed, we found no significant correlation between ER and WM. This result challenges our initial hypothesis of a positive correlation, aligning with prior findings in the literature. Future research with more balanced samples and assessments of inhibitory control could provide deeper insights into the observed patterns.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".