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O Impacto das Estratégias de Regulação Emocional no Bem-Estar Psicológico de Estudantes do Ensino Superior
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O presente estudo teve como objetivo analisar as estratégias de regulação emocional utilizadas por estudantes do ensino superior e compreender de que forma estas se relacionam com o bem-estar psicológico. Participaram 393 estudantes, com idades entre os 18 e os 53 anos (M = 22.24; DP = 5.42), provenientes de diversas instituições universitárias portuguesas. Os dados foram recolhidos através do Questionário de Regulação Emocional Comportamental (BERQ), do Questionário de Regulação Emocional Cognitiva (CERQ) e da Escala de Medida de Manifestação de Bem-Estar Psicológico (EMMBP). Os resultados revelaram que os estudantes recorrem sobretudo a estratégias adaptativas, como Abordar Ativamente, Procurar Distração, Reavaliação Positiva e Replaneamento, apresentando níveis satisfatórios de bem-estar, com destaque para Sociabilidade, Equilíbrio e Envolvimento Social. As estratégias adaptativas associaram-se positivamente ao bem-estar, enquanto Autocrítica, Ignorar e Catastrofização mostraram relações negativas. A regressão linear múltipla indicou que estas estratégias explicam 36,1% da variância do bem-estar psicológico. Verificaram-se ainda diferenças significativas em função do ciclo de estudos, género e área científica. Conclui-se que a regulação emocional é um fator determinante para o bem-estar dos estudantes, reforçando a importância de promover competências adaptativas que favoreçam a resiliência e o funcionamento psicológico positivo.
This study aimed to analyze the emotional regulation strategies used by higher education students and to understand how these relate to psychological well-being. The sample included 393 students aged between 18 and 53 years (M = 22.24; SD = 5.42) from several Portuguese universities. Data were collected using the Behavioral Emotion Regulation Questionnaire (BERQ), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Psychological Well-Being Manifestation Scale (EMMBP). Results showed that students mainly used adaptive strategies such as Active Coping, Distraction Seeking, Positive Reappraisal, and Replanning, reporting satisfactory levels of well-being, especially in Sociability, Balance, and Social Involvement. Adaptive strategies were positively associated with well-being, while Self-Blame, Ignoring, and Catastrophizing showed negative relationships. Multiple linear regression indicated that these strategies explained 36.1% of the variance in psychological well-being. Significant differences were also found according to study cycle, gender, and scientific area. Overall, emotional regulation emerged as a key factor for students’ psychological well-being, highlighting the importance of promoting adaptive strategies that enhance resilience, positive functioning, and emotional adjustment within the academic context.
This study aimed to analyze the emotional regulation strategies used by higher education students and to understand how these relate to psychological well-being. The sample included 393 students aged between 18 and 53 years (M = 22.24; SD = 5.42) from several Portuguese universities. Data were collected using the Behavioral Emotion Regulation Questionnaire (BERQ), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Psychological Well-Being Manifestation Scale (EMMBP). Results showed that students mainly used adaptive strategies such as Active Coping, Distraction Seeking, Positive Reappraisal, and Replanning, reporting satisfactory levels of well-being, especially in Sociability, Balance, and Social Involvement. Adaptive strategies were positively associated with well-being, while Self-Blame, Ignoring, and Catastrophizing showed negative relationships. Multiple linear regression indicated that these strategies explained 36.1% of the variance in psychological well-being. Significant differences were also found according to study cycle, gender, and scientific area. Overall, emotional regulation emerged as a key factor for students’ psychological well-being, highlighting the importance of promoting adaptive strategies that enhance resilience, positive functioning, and emotional adjustment within the academic context.
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Bem-Estar Psicológico Estudantes do Ensino Superior Regulação Emocional Saúde Mental