Emotional regulation strategies of Education programs students
relationships with demographic and academic life variables
DOI:
https://doi.org/10.21680/1981-1802.2024v62n73ID36552Keywords:
Regulation of emotion, Regulation strategies, Teacher education, Higher educationAbstract
Emotion regulation refers to the monitoring and modification of emotions and is essential to the learning process. The aim of this article was to identify the emotional regulation strategies of 295 Education programs students and to investigate the relationship between these strategies and demographic variables (gender and age) and academic life of the participants (course, school shift and semester). We also sought to examine which sample characteristics would be predictive of the reported use of these strategies. Data was collected using a characterization questionnaire and an emotion regulation strategies scale. Participants reported different strategies to regulate their emotions, such as externalization and isolation. Statistically significant differences emerged among reported emotion regulation strategies and variables of interest. Gender, area of knowledge and semester were predictors of the report of some strategies to regulate sadness, anger, and joy. It is expected that the results contribute to formative actions to improve emotional regulation of preservice teachers.
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