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Advisor(s)
Abstract(s)
Atualmente, existe um aumento do reconhecimento da importância das
emoções, e mais propriamente da regulação das emoções, para um desenvolvimento
saudável dos jovens. A regulação emocional é essencial para o equilíbrio do indivíduo,
pois permite relações adaptadas e promove a saúde mental (Machado & Reverendo,
2013). Com este estudo podemos compreender que a regulação emocional envolve
processos tanto extrínsecos como intrínsecos responsáveis por monitorizar, avaliar, e
modificar reações emocionais de modo a atingir os objetivos do próprio. Lazarus
(citado por Machado & Reverendo, 2013) defende que as emoções podem ser vistas
como mecanismos de adaptação que ajudam a identificar o que é útil ou prejudicial ao
bem-estar.
Segundo Masters (1991, citado por Nunes, 2013), a regulação emocional é um
dos aspetos mais importantes do desenvolvimento social e da personalidade, e, nesta
sequência, o autor distingue duas motivações para a regulação emocional a
autorregulação - a nível pessoal, e a regulação da emoção nos outros - a nível social. A
adolescência é um período relevante para compreendermos os processos e relações
ligados à regulação emocional, por se tratar da fase do desenvolvimento humano no
qual ocorrem transformações a todos os níveis, desde físicas a sociais, e que permite
uma abertura a novas experiências emocionais.
Este estudo teve como objetivo principal descrever e compreender a regulação
emocional em adolescentes, considerando alguns indicadores (idade, sexo, retenção
escolar, escalão de apoio) usando a escala ERICA. Participaram neste estudo 61
adolescentes, com idades entre os 10-16 anos, habitantes no Distrito de Castelo Branco.
Os resultados obtidos revelam que, de modo geral, os adolescentes mostram-se aptos a
regular o afeto negativo de modo adaptativo, com base na pontuação média obtida na
subescala “Controlo Emocional”. Adicionalmente, e considerando os valores médios da
subescala “Responsividade Situacional”, os adolescentes parecem mostrar ser também
capazes de dar respostas emocionais socialmente adaptadas.
Presently, there is an increased recognition of the importance of emotions, and more specifically the regulation of emotions, for the healthy development of young people. Emotional regulation is essential for the balance of the individual, as it allows for adapted relationships and promotes mental health (Machado & Reverendo, 2013). With this study we can understand that emotional regulation involves both extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions in order to achieve one's goals. Lazarus (cited by Machado & Reverendo, 2013) argues that emotions can be seen as adaptation mechanisms that help to identify what is useful or harmful to well-being. According to Masters (1991, cited by Nunes, 2013), emotional regulation is one of the most important aspects of social and personality development, and, in this sequence, the author distinguishes two motivations for emotional regulation and selfregulation - at a personal level, and the regulation of emotion in others, at the social level. Adolescence is a relevant period for us to understand the processes and relationships linked to emotional regulation, as it is the stage of human development in which transformations occur at all levels, from physical to social, and which allows an opening to new emotional experiences. This study aimed to describe and understand emotional regulation in adolescents, considering some indicators (age, sex, school retention, social support) using the ERICA scale. 61 adolescents, aged 10-16 years, living in the district of Castelo Branco participated in this study. The results obtained reveal that, in general, adolescents are able to adapt negative affect in an adaptive way, based on the average score obtained in the “Emotional Control” subscale. In addition, and considering the average values of the subscale “Situational Responsiveness”, adolescents seem to show that they are also capable of providing socially adapted emotional responses.
Presently, there is an increased recognition of the importance of emotions, and more specifically the regulation of emotions, for the healthy development of young people. Emotional regulation is essential for the balance of the individual, as it allows for adapted relationships and promotes mental health (Machado & Reverendo, 2013). With this study we can understand that emotional regulation involves both extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions in order to achieve one's goals. Lazarus (cited by Machado & Reverendo, 2013) argues that emotions can be seen as adaptation mechanisms that help to identify what is useful or harmful to well-being. According to Masters (1991, cited by Nunes, 2013), emotional regulation is one of the most important aspects of social and personality development, and, in this sequence, the author distinguishes two motivations for emotional regulation and selfregulation - at a personal level, and the regulation of emotion in others, at the social level. Adolescence is a relevant period for us to understand the processes and relationships linked to emotional regulation, as it is the stage of human development in which transformations occur at all levels, from physical to social, and which allows an opening to new emotional experiences. This study aimed to describe and understand emotional regulation in adolescents, considering some indicators (age, sex, school retention, social support) using the ERICA scale. 61 adolescents, aged 10-16 years, living in the district of Castelo Branco participated in this study. The results obtained reveal that, in general, adolescents are able to adapt negative affect in an adaptive way, based on the average score obtained in the “Emotional Control” subscale. In addition, and considering the average values of the subscale “Situational Responsiveness”, adolescents seem to show that they are also capable of providing socially adapted emotional responses.
Description
Keywords
Adolescência Dimensões Sociodemográficas Emoções Regulação Emocional