<![CDATA[Adolescence is a developmental stage characterized by significant emotional, cognitive, and social changes that influence students’ learning behavior. Emotional development theory explains how individuals gradually acquire the ability to recognize, understand, regulate, and express emotions appropriately within social and educational contexts. This study aims to analyze the theory of emotional development and examine its impact on the learning behavior of adolescent students through a literature review approach. The study synthesizes findings from previous research related to emotional regulation, emotional intelligence, social-emotional learning (SEL), academic engagement, emotional well-being, and adolescent learning outcomes. The findings indicate that emotional development significantly influences students’ motivation, concentration, self-regulation, academic engagement, resilience, and overall learning achievement. Adolescents with higher emotional competence demonstrate better learning behavior, stronger social relationships, and improved academic performance. Conversely, emotional instability contributes to reduced motivation, behavioral problems, academic disengagement, and poor learning outcomes. Furthermore, social-emotional learning programs have been shown to enhance emotional competencies and support positive educational experiences. The study concludes that emotional development is a fundamental factor influencing adolescent learning behavior and should be integrated into educational practices through emotional support systems, social-emotional learning interventions, and positive teacher-student relationships.]]>
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