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A literatura tem vindo a alertar para a necessidade de valorizar processos
académicos, e não apenas resultados académicos. Tem também sugerido a importância
de aprofundar conhecimento sobre a associação com processos emocionais, como a
autorregulação emocional. O principal objetivo deste estudo consiste em investigar o
potencial papel explicativo da autorregulação emocional em processos e resultados
académicos, nomeadamente no envolvimento na escola e no rendimento académico de
pré-adolescentes. Participaram 394 estudantes do 2.º Ciclo do Ensino Básico (Midade =
10.9, DP = .69), que responderam a um Questionário Sociodemográfico e Académico, à
Escala Quadri-dimensional de Envolvimento dos Alunos na Escola, e ao Questionário de
Regulação Emocional em Crianças e Adolescentes. Efetuaram-se análises descritivas,
correlacionais e de regressão linear múltipla. Verificou-se que o redireccionamento
cognitivo constitui uma variável explicativa estatisticamente significativa de todas as
dimensões do envolvimento na escola, enquanto a supressão emocional configura uma
variável explicativa estatisticamente significativa do envolvimento afetivo e agenciativo.
Encontraram-se correlações positivas do redireccionamento cognitivo, mas negativas da
supressão emocional com as referidas dimensões de envolvimento na escola. Por sua vez,
o envolvimento comportamental e agenciativo constituem variáveis explicativas
estatisticamente significativas do rendimento académico. Estudos futuros poderão adotar
um desenho longitudinal para identificar variações na autorregulação emocional e o seu
impacto em processos e resultados académicos. A prática psicológica poderá incidir na
promoção de competências emocionais junto de jovens e na dinamização de ações que
sensibilizem encarregados de educação e docentes para a importância da autorregulação
emocional e do envolvimento na escola no sucesso académico.
The literature has called attention for the need to value academic process, besides academic achievements. It has also suggested the importance of deepening knowledge about associations of academic processes with emotional processes, such as emotional self-regulation. The aim of this study is to investigate the potential explanatory role of emotional self-regulation in academic processes and achievements, namely school engagement and results of preadolescents. A total of 394 students participated in this study (Mage = 10.9, DP = .69). They 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 analyzes were performed. Cognitive reappraisal was shown to constitute a statistically significant explanatory variable of all the dimensions of school engagement, while emotional suppression entailed a statistically significant explanatory variable of affective and agentic engagement. Positive correlations of cognitive reappraisal, but negative correlations of emotional suppression with the dimensions of school engagement mentioned above were found. On the other hand, behavioral and agentic engagement constituted statistically significant explanatory variables of academic achievement. The psychological practice could focus on promoting emotional competences among young people and in conducting actions to raise guardians and teachers’ awareness for the importance of emotional self-regulation and school engagement in academic success.
The literature has called attention for the need to value academic process, besides academic achievements. It has also suggested the importance of deepening knowledge about associations of academic processes with emotional processes, such as emotional self-regulation. The aim of this study is to investigate the potential explanatory role of emotional self-regulation in academic processes and achievements, namely school engagement and results of preadolescents. A total of 394 students participated in this study (Mage = 10.9, DP = .69). They 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 analyzes were performed. Cognitive reappraisal was shown to constitute a statistically significant explanatory variable of all the dimensions of school engagement, while emotional suppression entailed a statistically significant explanatory variable of affective and agentic engagement. Positive correlations of cognitive reappraisal, but negative correlations of emotional suppression with the dimensions of school engagement mentioned above were found. On the other hand, behavioral and agentic engagement constituted statistically significant explanatory variables of academic achievement. The psychological practice could focus on promoting emotional competences among young people and in conducting actions to raise guardians and teachers’ awareness for the importance of emotional self-regulation and school engagement in academic success.
Descrição
Palavras-chave
Autorregulação emocional Envolvimento a escola Rendimento académico Sucesso académico Emotional self-regulation School engagement Academic achievement Academic success