Influencia de las estrategias cognitivas de regulación emocional en el bienestar subjetivo y psicológico en estudiantes universitarios

Mateo-Canedo, Corel; Andrés, María Laura; Juric, Lorena Canet; Rubiales, Josefina

doi:10.24265/liberabit.2019.v25n1.03

Cited by 18 publications

(25 citation statements)

References 32 publications

(48 reference statements)

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“…In recent years, interest in emotional regulation have transcended the limits of academic interest, and has percolated through wider sectors of society. New research avenues focus on adolescent populations and on the role played by different psychological variables, such as the mechanisms used to moderate stress and anxiety in academic settings [9]; self.-regulation skills [10]; coping strategies [11]; peer-support and socialization [12] and, more broadly, school pupils' psychological wellbeing [13,14].…”

Section: Emotional Regulationmentioning

confidence: 99%

Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

Supervía

Quílez-Robres

2021

IJERPH

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Background: in the school stage, adolescents experience different emotional and motivational states involved in the learning process that play a fundamental role in their personal and academic development. In this way, the study focuses on analyzing the relationships between emotional regulation, self-efficacy and academic performance, as well as the possible mediating role of self-efficacy in both. Methods: the study included 2204 students, both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 18 years (M = 14.69; DT = 1.76). The measures used for the investigation were the Emotion Regulation Questionnaire (ERQ), the Academic Self-Efficacy Scale (ASES) and average marks were used to measure students’ academic performance. Results: The results of the study revealed a self-determined behavioral pattern characterized by high scores in emotional regulation, self-efficacy and academic performance. Likewise, the mediating role of self-efficacy between emotional regulation and student academic performance was significant. Conclusion: the influence of the academic self-efficacy variable as a mediator between the studied constructs is denoted, as well as the importance of promoting adaptive behaviors in the classroom that can lead to adequate personal development of students together with optimal academic performance.

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Section: Emotional Regulationmentioning

confidence: 99%

Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

Supervía

Quílez-Robres

2021

IJERPH

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“…Moreover, a larger number of participants would enable additional analyses such as a gender factorial invariance analysis. As females tend to present a higher prevalence of anxiety-related symptoms and a wider variety of mental disorders than males [ 6 , 21 , 25 , 26 , 27 , 28 , 29 , 34 , 35 ], examining validity and reliability of the CERQ across gender would be of great interest. It is expected that future studies may address this limitation.…”

Section: Discussionmentioning

confidence: 99%

“…To evaluate these nine strategies, Garnefski et al [ 19 ] proposed the Cognitive Emotion Regulation Questionnaire (CERQ), which is the first and only emotion regulation assessment instrument that separates cognitive regulation strategies from behavioural strategies [ 33 ]. It is one of the most widely used instruments for the assessment of emotion regulation and has shown its usefulness in different fields, such as clinical [ 34 ] or educational [ 35 , 36 ]. For example, Giménez et al [ 34 ] indicate that poor use of emotion regulation strategies is associated with greater perceived distress and the possibility of developing psychopathological symptoms.…”

Section: Introductionmentioning

confidence: 99%

Emotion Regulation in Adolescents: Evidence of the Validity and Factor Structure of the Cognitive Emotion Regulation Questionnaire (CERQ)

Betegón

Rodríguez‐Medina

Valle

et al. 2022

IJERPH

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The Cognitive Emotion Regulation Questionnaire (CERQ) is an assessment tool to evaluate cognitive emotion regulation strategies. The main objective of this study is to provide new empirical evidence about the validity and reliability of the CERQ via a sample of 271 Spanish adolescents (136 female, 135 male) aged from 15 to 18 years (M = 15.7, SD = 0.76). The analytical process was carried out in two phases. A confirmatory factor analysis was performed on the polychoric correlation matrix between items. Four possible alternative models were contrasted: two models with nine factors and two models with two second-order factors and nine first-order factors, with 36 and 27 items, respectively. The model with nine correlated factors and 27 items obtained the best indices of overall fit. Subsequently, the reliability of the measurements was estimated on this model. The results reaffirm the validity of the 27-item version of the CERQ over the original 36-item structure. The findings also confirm that the CERQ is a reliable instrument for the evaluation of emotion regulation strategies in adolescents.

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“…O outro estudo localizado consistiu na investigação da relação entre bem-estar psicológico, autoestima, autoeficácia geral percebida, nível de esperança e estratégias de regulação da emoção de estudantes cursando formação pedagógica (AKFIRAT, Já entre os três resultados da busca por investigações sobre as estratégias de regulação da emoção de estudantes universitários, o primeiro examinou a influência das estratégias cognitivas de regulação emocional no bem-estar subjetivo e psicológico de universitários (CANEDO et al, 2019). Os resultados evidenciaram que a estratégia mencionada com maior frequência foi a reorientação no planejamento, seguida pela reavaliação positiva.…”

Section: Introductionunclassified

Estratégias de regulação emocional de futuros professores

Pellisson

Boruchovitch

2022

Educ. Form.

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As estratégias de regulação emocional podem ser ensinadas aos estudantes, contribuindo para melhor desempenho no contexto educativo. É importante, pois, identificar se os alunos conhecem e utilizam estratégias para regular suas emoções. Assim, o presente estudo objetivou realizar uma revisão sistemática da literatura acerca das pesquisas referentes às estratégias de regulação emocional de estudantes universitários, predominantemente de cursos de formação de professores. Foram analisados artigos internacionais e nacionais publicados entre 2015 a 2020 indexados nas bases de dados APA, BVS-Psi, ERIC, SciELO, Science Direct, Scopus e Redalyc. Após a aplicação dos critérios de inclusão, cinco estudos foram selecionados. Os resultados revelaram que os estudantes relatam empregar diferentes estratégias para regular suas emoções. Os instrumentos empregados nas pesquisas e as variáveis associadas ao uso dessas estratégias foram também identificadas. Destaca-se a necessidade de ampliação das investigações acerca dessa temática, no contexto nacional, considerando um maior número de variáveis de interesse.

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Influencia de las estrategias cognitivas de regulación emocional en el bienestar subjetivo y psicológico en estudiantes universitarios

Abstract: Influencia de las estrategias cognitivas de regulación emocional en el bienestar subjetivo y psicológico en estudiantes universitarios

Cited by 18 publications

References 32 publications

Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students

Emotion Regulation in Adolescents: Evidence of the Validity and Factor Structure of the Cognitive Emotion Regulation Questionnaire (CERQ)

Estratégias de regulação emocional de futuros professores

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