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Abstract(s)
Apesar do crescente número de trabalhos que se debruçam sobre a auto-regulação emocional, as contribuições no âmbito educacional, em particular, têm-se revelado bastante escassas. Neste sentido, o presente estudo pretende contribuir para uma melhor compreensão da auto-regulação emocional, tendo como principal objectivo analisar a relação entre este constructo e as habilidades cognitivas, o perfeccionismo e o rendimento académico dos estudantes, tomando em consideração as diferenças de género. A recolha de dados envolveu 142 estudantes do 9º ano de escolaridade, de escolas públicas do distrito de Castelo Branco, com a aplicação dos instrumentos “Emotional Regulation during Test-taking” (Schutz, DiStefano, Benson & Davis, 2004), “Bateria de Provas de Raciocínio 7/9” (Almeida & Lemos, 2007) e “Escala de Perfeccionismo – Versão Estudantes” (Stoeber & Rambow, 2007). Os resultados obtidos apontam para a existência de diferenças estatisticamente significativas quanto ao género, tanto ao nível da auto-regulação emocional como do perfeccionismo; bem como entre a auto-regulação emocional e rendimento académico. Para além disso, os resultados indicam existir correlações positivas e estatisticamente significativas entre auto-regulação emocional e as variáveis: rendimento académico, raciocínio e perfeccionismo, destacando-se, neste último, uma forte relação entre os Processos de Focalização nas Emoções e as suas sub-escalas Pensamento Desejoso e Auto-Culpabilização e as três dimensões do perfeccionismo analisadas. Assim, conclui-se que a auto-regulação emocional, o raciocínio, o rendimento académico e o perfeccionismo se apresentam como variáveis relevantes para um melhor conhecimento da vida académica dos alunos, pelo que se espera que este trabalho ajude a traçar novos caminhos na prossecução de novos estudos em torno da temática da auto-regulação emocional, tema ainda incipiente no contexto académico.
Despite the growing number of studies that focus on emotional self-regulation, contributions in education, in particular, have proven to be quite scarce. In this sense, this study aims to contribute to a better understanding of the emotional self-regulation, with the main objective of analyzing the relationship between this construct and cognitive abilities, perfectionism and academic achievement of students, taking into account gender differences. The data was gathered from 142 students in the 9th grade in public schools in the district of Castelo Branco, with the application of several instruments, namely "Emotional Regulation During Test-taking" (Schutz, DiStefano, Benson & Davis, 2004), "Bateria de Provas de Raciocínio 7/9"(Almeida & Lemos, 2007), and "Perfectionism Scale - Student Version” (Stoeber & Rambow, 2007). The gathered results indicate the existence of statistically significant differences regarding gender, both in terms of emotional self-regulation as perfectionism, as well as between emotional self-regulation, and academic achievement. In addition, the results also indicate the existence of correlations between positive and statistically significant emotional self-regulation and the variables: academic performance, reasoning and perfectionism, especially in the latter, a strong relationship between the Processes of Focusing on Emotions and their sub-scales Wishful-Thinking and Self-Blame, and the three dimensions of perfectionism assessed. Thus, we conclude that the emotional self-regulation, reasoning, academic achievement and perfectionism appears as relevant variables for a better understanding of the academic life of students. Hopefully this work will contribute to help shaping new paths for further studies around the theme of emotional self-regulation, a topic still in its infancy in an academic context.
Despite the growing number of studies that focus on emotional self-regulation, contributions in education, in particular, have proven to be quite scarce. In this sense, this study aims to contribute to a better understanding of the emotional self-regulation, with the main objective of analyzing the relationship between this construct and cognitive abilities, perfectionism and academic achievement of students, taking into account gender differences. The data was gathered from 142 students in the 9th grade in public schools in the district of Castelo Branco, with the application of several instruments, namely "Emotional Regulation During Test-taking" (Schutz, DiStefano, Benson & Davis, 2004), "Bateria de Provas de Raciocínio 7/9"(Almeida & Lemos, 2007), and "Perfectionism Scale - Student Version” (Stoeber & Rambow, 2007). The gathered results indicate the existence of statistically significant differences regarding gender, both in terms of emotional self-regulation as perfectionism, as well as between emotional self-regulation, and academic achievement. In addition, the results also indicate the existence of correlations between positive and statistically significant emotional self-regulation and the variables: academic performance, reasoning and perfectionism, especially in the latter, a strong relationship between the Processes of Focusing on Emotions and their sub-scales Wishful-Thinking and Self-Blame, and the three dimensions of perfectionism assessed. Thus, we conclude that the emotional self-regulation, reasoning, academic achievement and perfectionism appears as relevant variables for a better understanding of the academic life of students. Hopefully this work will contribute to help shaping new paths for further studies around the theme of emotional self-regulation, a topic still in its infancy in an academic context.
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Keywords
Rendimento escolar Auto-regulação emocional Habilidades cognitivas Desempenho escolar