Exploring the relationship between emotional regulation and working memory in high school students from Temuco, Chile

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.