Abstract
BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. 
 
 METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. 
 
 RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent’s educational background did not significantly predict ASES. 
 
 CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.
Highlights
Studies suggest that a child’s emotional and behavioural regulation in preschool could predict a child's social and academic competence in kindergarten (Bulotsky-Shearer, Dominguez, Bell, Rouse, & Fantuzo, 2010)
The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria
Most of the studies on the relationships among emotional self-regulation and children/adolescent's behavioural characteristics have focused mainly on sighted individuals (Meyer, Smeets, Giesbrecht, & Merckebach, 2012; Bebko, Franconeri, Ochsner, & Chiao, 2014) and very few studies have ascertained if emotional self-regulation will predict the self-esteem and academic self-efficacy beliefs of persons with visual impairment in primary and secondary schools
Summary
Studies suggest that a child’s emotional and behavioural regulation in preschool could predict a child's social and academic competence in kindergarten (Bulotsky-Shearer, Dominguez, Bell, Rouse, & Fantuzo, 2010). The birth of a child with visual impairment or the loss of vision at any point in time is usually marked by psychological and emotional grief. People with visual impairment may become at risk of suffering from social isolation, lower self-esteem, diminished emotional security, depression, low morale, dejection and low level gjhs.ccsenet.org. Research reveals that children with visual impairment may have more trouble building their self-esteem as they learn that they do things a bit differently from other people. Interventions have been found to be most successful before age seven, children are still able to develop new skills after this time as well (Macklem, 2010)
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