Emotional Regulation Guidance and Students’ Persistence in Learning Tasks Completion in Public Secondary Schools in Ubungo Municipality, Tanzania

Bitisho Ikomba; Frank  Mwamakula; Raymond  Ndomba

doi:10.61227/dbg4vr52

Authors

Bitisho Ikomba School Quality Assurer, Ubungo, Dar es Salaam, Tanzania
Frank Mwamakula Saint Augustine University of Tanzania
Raymond Ndomba Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/dbg4vr52

Keywords:

Emotional, Guidance, Persistence, Completion, Regulation, Tasks

Abstract

This study examined the influence of emotional regulation guidance on students' persistence in completing tasks in public secondary schools in Ubungo Municipality, Tanzania. The study employed a mixed-methods approach guided by a pragmatic paradigm and an explanatory sequential research design. A total of 89 participants, comprising 80 students, six teachers/counsellors, and three heads of schools, participated in the study. Quantitative data were collected through questionnaires, while qualitative data were obtained through interviews and focus group discussions. Quantitative data were analysed using descriptive and inferential techniques, whereas qualitative data were analysed thematically. The findings revealed that emotional regulation and related guidance strategies positively influenced students' persistence in completing academic tasks. Most students reported that the guidance helped them develop clear and achievable goals, increased their commitment to completing school tasks, and motivated them to take greater responsibility for their learning. Specifically, 91.3% of students agreed or strongly agreed that the guidance helped them establish clear and achievable goals, while 97.5% agreed or strongly agreed that the guidance increased their confidence and commitment to completing school tasks. Qualitative findings further indicated improvements in time management, consistent effort, help-seeking behaviour, focus on academic goals, and completion of homework and other challenging tasks. Teachers also reported improvements in students' motivation, participation, persistence, and willingness to attempt difficult academic activities. The study concludes that emotional regulation guidance can contribute positively to students' persistence by helping them manage academic challenges, maintain motivation, and sustain effort toward task completion. The study recommends strengthening structured emotional regulation guidance programmes and improving teachers' capacity to provide effective psychosocial support in public secondary schools.

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