Emotion regulation (ER) represents an important factor in youth’s academic wellbeing even in contexts that are not characterized by outstanding levels of academic stress. Effective ER not only enhances learning and, consequentially, improves youths’ academic achievement, but can also serve as a protective factor against academic burnout. The relationship between ER and academic burnout is complex and varies across studies. This meta-analysis examines the connection between ER strategies and student burnout, considering a series of influencing factors. Data analysis involved a random effects meta-analytic approach, assessing heterogeneity and employing multiple methods to address publication bias, along with meta-regression for continuous moderating variables (quality, female percentage and mean age) and subgroup analyses for categorical moderating variables (sample grade level). According to our findings, adaptive ER strategies are negatively associated with overall burnout scores, whereas ER difficulties are positively associated with burnout and its dimensions, comprising emotional exhaustion, cynicism, and lack of efficacy. These results suggest the nuanced role of ER in psychopathology and well-being. We also identified moderating factors such as mean age, grade level and gender composition of the sample in shaping these associations. This study highlights the need for the expansion of the body of literature concerning ER and academic burnout, that would allow for particularized analyses, along with context-specific ER research and consistent measurement approaches in understanding academic burnout. Despite methodological limitations, our findings contribute to a deeper understanding of ER's intricate relationship with student burnout, guiding future research in this field.

即使在学业压力并不突出的情况下，情绪调节（ER）也是青少年学业健康的一个重要因素。有效的 ER 不仅可以增强学习，从而提高青少年的学业成绩，而且还可以作为防止学业倦怠的保护因素。 ER 和学业倦怠之间的关系很复杂，并且在不同研究中存在差异。这项荟萃分析探讨了 ER 策略与学生倦怠之间的联系，考虑了一系列影响因素。数据分析涉及随机效应荟萃分析方法，评估异质性并采用多种方法解决发表偏倚，以及连续调节变量（质量、女性百分比和平均年龄）的荟萃回归以及分类调节变量（样本等级）的亚组分析等级）。根据我们的研究结果，适应性 ER 策略与总体倦怠评分呈负相关，而 ER 困难与倦怠及其维度（包括情绪疲惫、愤世嫉俗和缺乏效率）呈正相关。这些结果表明 ER 在精神病理学和幸福感中的微妙作用。我们还确定了影响这些关联的调节因素，例如样本的平均年龄、年级水平和性别构成。这项研究强调需要扩大有关 ER 和学术倦怠的文献体，这将允许进行专门的分析，以及针对特定背景的 ER 研究和理解学术倦怠的一致测量方法。 尽管存在方法上的局限性，我们的研究结果有助于更深入地理解 ER 与学生倦怠之间的复杂关系，指导该领域的未来研究。