Memoria traumática: estrategias de afrontamiento adaptativas e inadaptativas

Echeburúa, Enrique; Amor, Pedro J.

doi:10.4067/s0718-48082019000100071

Cited by 18 publications

(20 citation statements)

References 29 publications

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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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“…Authors as Seligman and Csikszentmihalyi (2000) or Zautra and Smith, (2001), support the vision of Folkman and affirm that positive emotions, allow to the subject greater psychological and physiological adaptation, providing benefits for the health with significant effects in processes of disease (Louro et al, 2018), trauma (Echeburúa, & Amor, 2019) or mourning (Magaña et al, 2019) among others.…”

Section: Introductionmentioning

confidence: 87%

"My life is not going to have any meaning." Personality and vulnerability to depression in Spanish youth.

López-Mora

González-Hernández

2021

An. psicol.

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Los adolescentes son un grupo de riesgo para desarrollar trastornos depresivos y que se enfrentan a una multitud de circunstancias psicosociales y a los recursos disponibles para satisfacer sus necesidades vitales. El riesgo de depresión está asociado con una alta evitación de daños, una baja autodirección y una baja persistencia. El objetivo de la labor fue explorar las diferencias entre los diferentes perfiles de personalidad entre los elementos del proceso depresivo (presencia de angustia y ausencia de eustrés) en los adolescentes. La presencia de depresión se evaluó a través del Inventario Multicultural de Depresión y la personalidad a través del Cuestionario de Temperamento y Carácter en un total de 229 participantes, (n=121 varones) (edad M = 14,79; SD = 1,61). Los análisis exploratorios por conglomerados mostraron la existencia de 3 perfiles de adolescentes basados en el temperamento y el carácter, siendo aquellos adolescentes con baja persistencia y auto-trascendencia, con alta auto-dirección, evitación de daños y dependencia de las recompensas quienes mostraron los más altos indicadores de depresión. Específicamente, se encontraron diferencias significativas en las puntuaciones de angustia con los adolescentes del perfil 3 que tenían los indicadores más altos de angustia de estado (F(224.4) = 21.73; p < .01) y rasgo (F(224.4) = 23.00; p < .01) con respecto a los adolescentes del grupo 1 y del grupo 2. Además, también tuvieron puntuaciones significativamente más bajas en los indicadores de estado eustrés (F(224.4) = 11,59; p < .01) y rasgo (F(224.4) = 12,31; p < .01). La discusión se centra en la utilidad de las teorías de Moscoso y Coninger como marcos para comprender los procesos de adquisición y el riesgo de depresión en los adolescentes. Adolescents are a group at risk of developing depressive disorders, faced with a multitude of psychosocial circumstances and the resources available to meet vital needs. The risk of depression is associated with high avoidance of harm, low self-direction, and low persistence. The aim of the work was to explore the differences between different personality profiles between elements of the depressive process (presence of distress and absence of eustress) in adolescents. The presence of depression was evaluated through the Multicultural Inventory of Depression and personality through the Temperament and Character Questionnaire in a total of 229 participants, (n=121 males) (M age = 14.79; SD = 1.61). The exploratory cluster analyses showed the existence of 3 adolescent profiles based on temperament and character, being those adolescents with low persistence and self-transcendence, with high self-directedness, harm avoidance and rewards dependency who showed the highest indicators of depression. Specifically, significant differences were found in distress scores with adolescents in profile 3 having the highest indicators of state distress (F(224.4) = 21.73; p < .01) and trait (F(224.4) = 23.00; p < .01) with respect to adolescents in cluster 1 and cluster 2. In addition, they also had significantly lower scores on the indicators of eustrés state (F(224.4) = 11.59; p < .01) and trait (F(224.4) = 12.31; p < .01). The discussion focuses on the usefulness of Moscoso and Coninger's theories as frameworks for understanding the processes of acquisition, and risk of depression in adolescents.

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“…According to the type of processes involved, we find, among others, cognitive coping, which consists of addressing the situation with behaviors such as cognitive restructuring, cognitive reinterpretation of the situation, directing attention to other issues or carrying out social comparison processes. Regardless of the type of response, coping strategies can generally be considered adaptive (reducing stress and promoting health in the long term) or non-adaptive (reducing stress in the short term but impairing health in the long term) [ 20 ]. As Prentice et al [ 21 ] point out, in the case of COVID-19, the virus itself acts as a health stressor and causes subjects to take both medical and non-medical measures in an attempt to reduce the likelihood of infection.…”

Section: Introductionmentioning

confidence: 99%

Impact of Confinement on Coping Strategies and Psychosocial Factors among University Students

Gutiérrez-Lozano

García‐Martínez

Landa

et al. 2022

EJIHPE

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The pandemic has had psychological effects on the university population. Factors such as emotional intelligence, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by COVID-19. This study aims to analyze how EI, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by the pandemic in a population of 567 students from the University of Jaén (Spain). For this purpose, we administered three instruments: the Wong and Law emotional intelligence scale (WLEIS), the Spanish version of the coping strategies inventory (CSI) and the depression anxiety stress scales (DASS-21). At the same time, we asked students to describe their personal circumstances during confinement and their tendency to follow the measures and recommendations promoted by the Ministry of Health. The results obtained showed a positive relationship between EI and coping strategies and a negative relationship with levels of depression, anxiety and stress. A positive relationship was also found between coping and levels of anxiety, depression and stress. It was also found that the circumstances in which students experienced the period of confinement also modulated their levels of EI, coping strategies and their levels of depression, anxiety and stress.

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Memoria traumática: estrategias de afrontamiento adaptativas e inadaptativas

Cited by 18 publications

References 29 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

"My life is not going to have any meaning." Personality and vulnerability to depression in Spanish youth.

Impact of Confinement on Coping Strategies and Psychosocial Factors among University Students

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