Estrategias de regulación emocional de estudiantes de licenciatura
relaciones con variables demográficas y de la vida académica
DOI:
https://doi.org/10.21680/1981-1802.2024v62n73ID36552Palabras clave:
Regulación de las emociones, Estrategias de regulación, Formación de profesores, Enseñanza superiorResumen
La regulación emocional se refiere a la monitorización y modificación de las emociones y es esencial para el proceso de aprendizaje. El objetivo de este artículo fue identificar las estrategias de regulación emocional de 295 estudiantes de licenciaturas e investigar las relaciones entre estas estrategias y las variables demográficas (género y edad) y de vida académica de los participantes (curso, turno y semestre). También se buscó examinar qué características de la muestra serían predictoras del uso informado de estrategias. Los datos se recogieron mediante un cuestionario de caracterización y una escala de estrategias de regulación emocional. Se han reportado diferentes estrategias, como la externalización y el aislamiento. Surgieron diferencias estadísticamente significativas entre las estrategias reportadas y las variables de interés. El género, el área de conocimiento y el semestre fueron predictores del reporte de algunas estrategias para regular la tristeza, la ira y la alegría. Se espera que los resultados contribuyan a acciones formativas para mejorar la regulación emocional de los docentes en formación.
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