Emotional adaptability is an important psychological ability that enables individuals to adjust their emotional responses and behaviours according to changing situations. University students experience regular academic, social, and personal transitions that require effective emotional regulation and behavioural adjustment. Emotional inertia, which refers to the tendency of emotional states to persist over time, may influence an individual’s ability to respond effectively to new experiences and changing demands.
This conceptual research article examines the relationship between emotional inertia and daily behavioural adaptability among university students through an integrated theoretical framework. The study develops a conceptual model explaining how persistent emotional patterns may influence behavioural flexibility, emotion regulation processes, and everyday adjustment. The proposed framework suggests that higher emotional inertia may reduce adaptability by allowing previous emotional states to continue even when new situations require different responses. In contrast, emotional awareness, cognitive flexibility, and effective self-regulation may support more adaptive behavioural responses. The article integrates concepts from emotion regulation theory, psychological flexibility theory, and behavioural adaptation perspectives to explain how emotional persistence influences daily functioning. The conceptual model highlights the importance of balancing emotional stability with the ability to shift emotional responses when required. This research contributes to psychological understanding by extending the concept of emotional inertia beyond emotional experiences and examining its role in broader behavioural adaptation processes. The proposed framework provides a foundation for future empirical research and may support the development of interventions focused on improving emotional flexibility, coping abilities, and adaptive functioning among university students.