In recent years, the significance of social and emotional skills in educational contexts has garnered increasing attention, reflecting a broad recognition that fostering students’ well-being is central to holistic development. One of the pivotal challenges in this arena is understanding how adolescents regulate their emotions, a process that profoundly influences academic success, interpersonal relationships, and overall mental health. A groundbreaking study by Su and Chen (2025) delves into this intricate subject by leveraging an extensive and contemporary dataset: the PISA 2022 assessment focusing on Taiwanese 15-year-old students. This research not only pioneers the exploration of emotional regulation patterns within this demographic but also sheds light on the multifaceted influences shaping adolescent emotional experiences.
Emotional regulation, the ability to monitor, evaluate, and modulate emotional reactions, is a particularly complex developmental milestone during adolescence. This period is characterized by heightened emotional intensity and rapid cognitive, social, and biological changes. Su and Chen’s study situates itself within this developmental framework, recognizing that adolescents’ capacity to manage emotions is not formed in isolation but entwined with both personal backgrounds and their surrounding environments. Importantly, the PISA 2022 dataset provides a unique lens for capturing these dynamics through its comprehensive, cross-sectional approach to student well-being on a global scale.
A remarkable aspect of this research is its analytical technique. The authors employ latent profile analysis (LPA), a sophisticated person-centered statistical method, to uncover hidden subgroups within the population based on emotional regulation profiles. Unlike variable-focused approaches that examine isolated predictors, LPA allows for the identification of distinct patterns and clusters among students, providing a richer, more nuanced understanding of how emotional regulation manifests across varying contexts and personal characteristics. The study acknowledges, however, the inherent challenges in model selection within LPA, noting that different choices may yield divergent yet equally insightful interpretations.
The findings from this Taiwanese cohort reveal critical factors influencing emotional regulation. Among these, grade level and gender emerge as significant predictors. Tenth-grade students consistently demonstrate lower emotional regulation compared to younger peers, indicating a developmental trajectory wherein emotional challenges possibly intensify as students progress academically and socially. Gender differences are equally striking; female students are more likely to experience difficulties in regulating their emotions. This outcome aligns with broader psychological literature suggesting heightened emotional sensitivity and vulnerability during adolescence, especially among girls, who may also face compounded societal expectations regarding emotional expression.
Contrary to expectations derived from socio-economic stratification theories, the economic, social, and cultural status (ESCS) of students exerts a comparatively minor influence on emotional regulation within this study. This finding invites deeper inquiry. It suggests that while external socio-economic environments undeniably affect various educational outcomes, the immediate personal and relational factors linked to gender and academic stage may eclipse these in shaping emotional coping strategies during adolescence in Taiwan.
The implications of these insights are wide-ranging for educational policy and practice. Su and Chen emphasize the urgent need for developing targeted guidance and counseling frameworks within schools. The transitional challenges encountered by students—notably the pressures of academic achievement and adaptation to new learning environments—underscore the importance of establishing psychologically safe, supportive spaces. Interventions such as workshops, open forums, and promotional activities designed to build trust between students and counselors are proposed as vital components to buffer emotional distress and promote resilience.
More fundamentally, the study highlights the exigency of gender-sensitive approaches in emotional education. Recognizing the intrinsic differences in emotional processing and socialization between male and female students necessitates curricula that not only teach emotional literacy but also foster empathy and mutual respect. Creating an educational atmosphere centered on emotional intelligence may mitigate gender disparities and cultivate a culture in which all students feel valued and understood.
Moreover, Su and Chen advocate for the integration of person-centered methodologies like LPA in future research endeavors. By focusing on individuals’ overall emotional regulation profiles rather than isolated variables, researchers can unravel latent constructs that underpin complex emotional behaviors. Such an approach holds promise for refining educational interventions tailored to the distinct needs of various student subgroups, ultimately enhancing their efficacy and precision.
This pioneering investigation, despite acknowledged limitations such as reliance on cross-sectional data and the challenges of latent model selections, contributes a vital piece to the puzzle of adolescent emotional well-being. The use of the comprehensive PISA 2022 Taiwan dataset not only establishes a benchmark for subsequent comparative studies but also accentuates the critical role of emotional health in educational success and personal development.
The study’s methodological rigor combined with its contextual relevance offers a compelling narrative on the interplay between developmental stage, gender, and emotional regulation. By elucidating these relationships, it deepens our understanding of adolescence as a sensitive period demanding attentive educational support. The research underscores that fostering emotional competence is not merely an adjunct to academic instruction but a foundational element in nurturing resilient, adaptable learners.
Importantly, the authors remind educators and policymakers that emotional regulation is an ongoing, dynamic process influenced not just by fixed demographic variables but also by the evolving social contexts in which students are embedded. Consequently, sustained effort and nuanced strategies are required to address this complexity, tailoring support to students’ changing emotional landscapes throughout their schooling years.
In summary, Su and Chen’s study casts a spotlight on the nuanced mosaic of emotional regulation among Taiwanese adolescents, revealing essential intersections between age, gender, and adaptive capacities. It challenges prevailing assumptions on socio-economic impacts and calls for enriched, empathetic, and evidence-based interventions tailored to students’ emotional and developmental realities.
As educational communities worldwide intensify their focus on social and emotional learning, findings like these resonate on a universal scale. They remind us that emotional health is a cornerstone of effective education, vital not only for individual achievement but also for fostering collaborative, supportive societies. The research paves the way for future explorations using advanced person-centered analyses, promising to deepen understanding and improve emotional health outcomes for youth globally.
In conclusion, this study serves as a clarion call to integrate emotional regulation considerations more deeply into educational systems. It highlights the imperative for research-informed counseling, gender-aware curricula, and methodologically innovative investigations to unravel the complexities of adolescent emotional experiences. Given the escalating pressures faced by today’s students, such efforts are timely and critical to shaping the future of education and youth well-being.
Subject of Research: Emotional regulation factors among Taiwanese adolescents, analyzed using PISA 2022 data.
Article Title: What are the influential factors for emotional regulation? A latent profile analysis based on PISA 2022 Taiwan data.
Article References:
Su, E.H.C., Chen, C.H. What are the influential factors for emotional regulation? A latent profile analysis based on PISA 2022 Taiwan data.
Humanit Soc Sci Commun 12, 1154 (2025). https://doi.org/10.1057/s41599-025-05179-y
Image Credits: AI Generated
