The role of self-efficacy and emotion regulation in the relationship between childhood emotional neglect and academic achievement

The aim of this study was to examine the relationship between emotional neglect experienced during childhood and academic achievement and academic self-efficacy in adulthood among university students. In addition, the study investigated whether emotion regulation skills played a moderating role in these relationships. The research was conducted using a quantitative method within the framework of a correlational design. Data were collected online from university students aged 18 and above across Türkiye. The data collection tools included the Childhood Trauma Questionnaire (CTQ-33 – emotional neglect subscale), Academic Achievement Inventory, Academic Self-Efficacy Scale, and Emotion Regulation Questionnaire (ERQ) The collected data were analysed using SPSS software, and moderated mediation analysis was performed through Hayes' PROCESS Macro Model 7. The findings showed that as emotional neglect increased, both academic achievement and academic self-efficacy decreased significantly. Academic self-efficacy also played a partial mediating role in the relationship between emotional neglect and academic achievement. According to Model 7 analyses, higher levels of emotion regulation strengthened the significant and negative relationship between emotional neglect and academic self-efficacy. Overall, the results indicate that emotional neglect experienced during childhood may have long-term effects on university students' academic and emotional functioning. In this context, the study is expected to contribute to the development of psychoeducational interventions aimed at supporting both the academic achievement and academic self-efficacy of students with a history of emotional neglect.