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O objetivo do presente estudo é compreender a relação entre reatividade interpessoal e a regulação emocional em estudantes de diferentes níveis de formação em Psicologia. Participaram no estudo 121 estudantes, dos quais 82 a frequentar a Licenciatura e 39 a frequentar o Mestrado ambos em Psicologia, que responderam ao Índice de Reatividade Interpessoal (IRI) e ao Questionário de Regulação Emocional (QRE). Os principais resultados obtidos sugerem associações positivas entre três dimensões da reatividade interpessoal - Tomada de Perspetiva, Preocupação Empática e Fantasia - com a estratégia de regulação emocional Reavaliação Cognitiva, uma associação negativa entre Preocupação Empática e Fantasia com a estratégia de regulação emocional Supressão Emocional. Foram ainda encontradas diferenças entre estudantes de licenciatura e de mestrado em Psicologia ao nível da Preocupação Empática e da Supressão Emocional. Por último, as estudantes do sexo feminino apresentam diferenças significativas em ambos questionários quando comparadas com estudantes do sexo masculino, destacando-se que estes últimos apresentam níveis maiores de Supressão Emocional em relação às primeiras.
Assim, destaca-se a importância na adequação das abordagens e estratégias na formação em Psicologia, pertinentes para o desenvolvimento de competências empáticas associadas à experiência concreta de situações emocionalmente exigentes, similares às que surgem em contexto terapêutico.
The goal of the present study is to comprehend the relationship between interpersonal reactivity and emotional regulation in students of different educational levels in Psychology. 121 students participated in the study in which they responded to the Index of Interpersonal Reactivity (IRI) and the Questionnaire of Emotional Regulation (QER), of which, 82 were frequenting the Licentiate Degree and 39 were frequenting their Masters Degree, both in Psychology. The principal results obtained suggest positive associations between three dimensions of interpersonal reactivity – Perspective Taking, Empathic Concern and Fantasy – with, Emotional Suppression, the strategy of emotional regulation. There were, as well, differences found between Licentiate and Masters Degree students on the levels of Empathic Concern and Emotional Suppression. Lastly, the students of female sex present significant differences in regards to both the questionnaires, when compared to the those students of the male sex, highlighting that the latter present higher levels of Emotional Suppression in regards to the former. Thus, we highlight the importance in the adequacy of approaches and strategies in Psychology training, which are pertinent to the development of empathic competences associated to the concrete experience of emotionally demanding situations, similar to those that occur in therapeutic context.
The goal of the present study is to comprehend the relationship between interpersonal reactivity and emotional regulation in students of different educational levels in Psychology. 121 students participated in the study in which they responded to the Index of Interpersonal Reactivity (IRI) and the Questionnaire of Emotional Regulation (QER), of which, 82 were frequenting the Licentiate Degree and 39 were frequenting their Masters Degree, both in Psychology. The principal results obtained suggest positive associations between three dimensions of interpersonal reactivity – Perspective Taking, Empathic Concern and Fantasy – with, Emotional Suppression, the strategy of emotional regulation. There were, as well, differences found between Licentiate and Masters Degree students on the levels of Empathic Concern and Emotional Suppression. Lastly, the students of female sex present significant differences in regards to both the questionnaires, when compared to the those students of the male sex, highlighting that the latter present higher levels of Emotional Suppression in regards to the former. Thus, we highlight the importance in the adequacy of approaches and strategies in Psychology training, which are pertinent to the development of empathic competences associated to the concrete experience of emotionally demanding situations, similar to those that occur in therapeutic context.
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Empatia Regulação emocional Reatividade interpessoal Relação terapêutica Estudantes de psicologia Empathy Emotional regulation Interpersonal reactivity Therapeutic relationship Psychology students