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Abstract(s)
A literatura tem vindo a alertar para a necessidade de valorizar processos, e não apenas resultados, na investigação e prática do sucesso académico. Tem também sugerido a importância de aprofundar conhecimento sobre a sua associação com processos emocionais. Este estudo analisa se a autorregulação emocional constitui um fator pessoal do envolvimento de pré-adolescentes na escola. Participaram 394 pré-adolescentes de ambos os sexos (Midade = 10.9), que responderam a um Questionário de Caracterização Sociodemográfica e Académica, à Escala Quadri-dimensional de Envolvimento dos Alunos na Escola, e ao Questionário de Regulação Emocional para Crianças e Adolescentes. Efetuaram-se análises de regressão linear múltipla, com as estratégias de autorregulação emocional redireccionamento cognitivo e supressão emocional como variáveis explicativas, e o envolvimento cognitivo, comportamental, afetivo e agenciativo na escola como variáveis resultado. Os resultados sugerem que tanto o redirecionamento cognitivo, como a supressão emocional constituem variáveis explicativas estatisticamente significativas de todas as dimensões do envolvimento na escola. Encontraram-se correlações positivas do redireccionamento cognitivo, mas negativas da supressão emocional com todas as dimensões de envolvimento na escola. Estudos futuros poderão adotar um desenho longitudinal para identificar variações no uso de estratégias de autorregulação emocional e o seu impacto em processos académicos. As práticas psicológicas poderão incidir na promoção de competências emocionais, nomeadamente de estratégias adaptativas de autorregulação emocional como o redirecionamento cognitivo, junto de pré- -adolescentes, reconhecendo o seu impacto positivo no envolvimento na escola. Poderão também ser dinamizadas ações que sensibilizem encarregados de educação e docentes para uma visão integradora do sucesso académico.
The literature has called attention for the need to value academic process, besides academic achievement, in the research and practice on academic success. It has also suggested the importance of deepening knowledge about associations between academic processes and emotional processes. This study analyses if emotional self-regulation holds a potential explanatory role of pre-adolescents’ engagement in school. A total of 394 students participated in this study (Mage = 10.9). Participants completed a Social Demographic and Academic Questionnaire, the Four-Dimensional Scale of Student’s Engagement in School, and the Questionnaire of Emotional Regulation in Children and Students. Descriptive, correlational, and multiple linear regression analyses were performed. Cognitive reappraisal and emotional suppression constituted statistically significant explanatory variables of all the dimensions of engagement in school. Positive correlations of cognitive reappraisal, but negative correlations of emotional suppression with the dimensions of school engagement were found. Future studies could rely on a longitudinal design to identify variations in the use of emotional self-regulation strategies and its impact in academic processes. Psychological practices could focus on promoting emotional competences among pre-adolescents, particularly by fostering adaptative self-regulation strategies, such as cognitive reappraisal, given its positive impact on school engagement. Actions to raise guardians and teachers’ awareness for an integrative view of academic success could also be conducted.
The literature has called attention for the need to value academic process, besides academic achievement, in the research and practice on academic success. It has also suggested the importance of deepening knowledge about associations between academic processes and emotional processes. This study analyses if emotional self-regulation holds a potential explanatory role of pre-adolescents’ engagement in school. A total of 394 students participated in this study (Mage = 10.9). Participants completed a Social Demographic and Academic Questionnaire, the Four-Dimensional Scale of Student’s Engagement in School, and the Questionnaire of Emotional Regulation in Children and Students. Descriptive, correlational, and multiple linear regression analyses were performed. Cognitive reappraisal and emotional suppression constituted statistically significant explanatory variables of all the dimensions of engagement in school. Positive correlations of cognitive reappraisal, but negative correlations of emotional suppression with the dimensions of school engagement were found. Future studies could rely on a longitudinal design to identify variations in the use of emotional self-regulation strategies and its impact in academic processes. Psychological practices could focus on promoting emotional competences among pre-adolescents, particularly by fostering adaptative self-regulation strategies, such as cognitive reappraisal, given its positive impact on school engagement. Actions to raise guardians and teachers’ awareness for an integrative view of academic success could also be conducted.
Description
Keywords
Envolvimento na escola Sucesso académico Autorregulação emocional School engagement Academic success Emotional self-regulation
Citation
Publisher
Ediciones de la Universidad de Castilla-La Mancha