What the study found
Suppression, a form of emotion regulation in which people inhibit emotional expression, rather than reappraisal, was the strategy that moderated the link between study demands and student presenteeism. The study also found a significant negative relationship between perceived time to complete study demands and presenteeism days.
Why the authors say this matters
The authors conclude that higher education should integrate emotion-regulation training into student support services and academic-skills programs. They suggest this may help students manage academic stress more effectively and support wellbeing and performance.
What the researchers tested
The researchers surveyed 156 undergraduate psychology students at a regional Australian university. Students completed self-report measures of study demands, presenteeism, and two emotion regulation strategies: reappraisal and suppression. The team tested moderation with multiple regression analyses.
What worked and what didn't
A significant negative relationship was found between perceived time to complete study demands and presenteeism days. No significant relationship was observed between reappraisal and presenteeism, and no significant moderation effect was found for reappraisal. Students high in suppression reported fewer presenteeism days under high study demands.
What to keep in mind
The study was based on one self-report survey sample from undergraduate psychology students at a single regional Australian university, so the available summary describes a limited scope. The abstract does not describe additional limitations beyond this.
Key points
- Suppression, not reappraisal, moderated the relationship between study demands and student presenteeism.
- Students reporting more time to complete study demands also reported fewer presenteeism days.
- No significant relationship was found between reappraisal and presenteeism.
- The study used self-report survey data from 156 undergraduate psychology students in Australia.
- The authors suggest emotion-regulation training in higher education support services.
Disclosure
- Research title:
- Suppression moderated student presenteeism under high study demands
- Authors:
- Annie Haver, Sandon Groves, Peter Caputi
- Institutions:
- University of Wollongong, University of Stavanger
- Publication date:
- 2026-02-24
- OpenAlex record:
- View
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