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The brain plays a vital role in the development of the human being, in which the ability to self-regulate emotions is key to human adaptation, since there is a link with the neural bases of Self-Regulation. Aims: to relate General Self-Regulatory Capacity to Self-Regulation in Bioscience Learning and university students marks. Method: The research was conducted with 66 university participants, aged between 20 to 27 years, who responded to the adapted Emotional Regulation (ERQ) and SRLAQ KEY questionnaires, with added items from the State-Trait Anxiety Scale (STAI). Results: The data reveal that the most important significant differences (p<0.05) were in Self-Regulation Capacity for Bioscience Learning between individuals with a mark equal to or higher than 7, and those with marks under 7. Conclusions: The significant results between Self-Regulation and university academic performance are worthy of note, and we conclude that Bioscience Learning students show a better capacity for Self-Regulation.