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Abstract(s)
O ingresso no ensino superior é percecionado de diferentes formas pelos estudantes. A
literatura remete para desafios na adaptação ao ensino superior, sendo necessário investigar o
papel da de autorregulação emocional e da adaptabilidade de carreira. Com base no Modelo
de Adaptação à Carreira, este estudo pretende analisar de que forma a regulação emocional e
a adaptabilidade de carreira contribuem para explicar variações na adaptação no ensino
superior. Participaram 171 estudantes do 1.º ano de ensino superior (Midade = 21.02, DP =
6.179), que responderam a um questionário sociodemográfico e académico, à Escala de
Dificuldades na Regulação Emocional, à Escala de Regulação Emocional, à Escala de
Adaptabilidade de Carreira, e ao Questionário de Adaptação ao Ensino Superior.
Desenvolveram-se análises descritivas, correlacionais e de regressão linear hierárquica.
Encontram-se correlações positivas da adaptabilidade de carreira, mas negativas das
dificuldades de regulação emocional com a adaptação ao ensino superior. Verificou-se que as
dificuldades de regulação emocional constituem um preditor estatisticamente significativo das
dimensões projeto de carreira e adaptação pessoal-emocional da adaptação ao ensino superior.
A adaptabilidade de carreira constitui um preditor estatisticamente significativo das
dimensões projeto de carreira e adaptação ao estudo. Também a reavaliação cognitiva
constitui um preditor estatisticamente significativo das dimensões adaptação social e
adaptação institucional. Estudos futuros poderão adotar um desenho longitudinal para
explorar variações nas relações entre os construtos ao longo dos semestres. Práticas
psicológicas de apoio à adaptação ao ensino superior poderão considerar a promoção de
competências emocionais e de recursos de adaptabilidade de carreira dos estudantes.
The entry into higher education is perceived in different ways by the students. The literature refers to challenges in adapting to higher education, and it is necessary to investigate the role of emotional self-regulation and career adaptability. Based on the Career Adaptation Model, this study aims to analyze how emotional regulation and career adaptability contribute to explain variations in the adaptation to higher education. A total of 171 first-year higher education students participated in this study (Mage = 21.02, SD = 6.179) and answered a sociodemographic and academic questionnaire, the Difficulties in Emotional Regulation Scale, the Emotional Regulation Scale, the Career Adaptability Scale and the Higher Education Adaptation Questionnaire. Descriptive, correlational and hierarchical linear regression analyses were developed. There were positive correlations of career adaptability, but negative of difficulties in emotional regulation with the adaptation to higher education. Difficulties in emotional regulation constituted a statistically significant predictor of the dimensions career project and personal-emotional adjustment of adaptation to higher education. Career adaptability also constituted a statistically significant predictor of the dimensions career project and adaptation to study. Cognitive reassessment was also a statistically significant predictor of the social adaptation and institutional adaptation dimensions. Future studies may adopt a longitudinal design to explore variations in the relationships between the constructs throughout the semesters. Psychological practices to support adaptation to higher education may consider the promotion of emotional skills and career adaptability resources of students.
The entry into higher education is perceived in different ways by the students. The literature refers to challenges in adapting to higher education, and it is necessary to investigate the role of emotional self-regulation and career adaptability. Based on the Career Adaptation Model, this study aims to analyze how emotional regulation and career adaptability contribute to explain variations in the adaptation to higher education. A total of 171 first-year higher education students participated in this study (Mage = 21.02, SD = 6.179) and answered a sociodemographic and academic questionnaire, the Difficulties in Emotional Regulation Scale, the Emotional Regulation Scale, the Career Adaptability Scale and the Higher Education Adaptation Questionnaire. Descriptive, correlational and hierarchical linear regression analyses were developed. There were positive correlations of career adaptability, but negative of difficulties in emotional regulation with the adaptation to higher education. Difficulties in emotional regulation constituted a statistically significant predictor of the dimensions career project and personal-emotional adjustment of adaptation to higher education. Career adaptability also constituted a statistically significant predictor of the dimensions career project and adaptation to study. Cognitive reassessment was also a statistically significant predictor of the social adaptation and institutional adaptation dimensions. Future studies may adopt a longitudinal design to explore variations in the relationships between the constructs throughout the semesters. Psychological practices to support adaptation to higher education may consider the promotion of emotional skills and career adaptability resources of students.
Description
Keywords
Regulação emocional Adaptabilidade de carreira Adaptação ao ensino superior Emotional regulation Career adaptability Adaptation to higher education