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O presente estudo teve como objetivo investigar a relação entre o tipo de paixão e as
estratégias de regulação emocional, em estudantes universitários. Participaram 495
estudantes do ensino superior, com idades entre 18 e 72 anos. Os instrumentos utilizados
foram um questionário de caracterização sociodemográfica e académica, as versões
portuguesas da Passion Scale e do The Behavioral Emotion Regulation Questionnaire. Os
participantes foram agrupados em dois grupos: Apaixonados (n=189) e Não-Apaixonados (n=
306). Os resultados encontrados sugerem a existência de correlações significativas entre as
variáveis em estudo, apresentando correlações positivas entre as estratégias mais adaptativas
de Regulação Emocional (Procurar Apoio Social, Abordar Ativamente e Procurar Distração) e
a Paixão Critério e a Paixão Harmoniosa, assim como correlações negativas entre as
estratégias menos adaptativas de Regulação Emocional (Afastar-se e Ignorar) e os níveis de
Paixão Critério e Paixão Harmoniosa. Verificaram-se, ainda, diferenças significativas ao nível
da média atual no curso, com os estudantes Apaixonados a apresentam médias superiores. Em
conclusão, os estudantes apaixonados mostram uma tendência para utilizar estratégias de
Regulação Emocional mais adaptativas e para alcançar melhor rendimento académico.
The aim of this study was to investigate the relationship between the type of passion and emotional regulation strategy in university students. The investigation involved 495 university students, between 18 and 72 years old. We used a sociodemographic survey, the portuguese version of Passion Scale and The Behavioral Emotion Regulation Questionnair. Participants were grouped into two groups: Passionate (n=189) and Non-Passionate (n= 306). A statistically significant relation was found between variables under study, showing positive correlations between positive emotional regulation strategies (Seeking Social Support, Actively Approaching and Seeking Distraction) and Passion Criteria and Harmonious Passion, as well as negative correlations between negative emotional regulation strategies (Withdrawal and Ignoring) and Passion Criteria and Harmonious Passion. There were also significant differences at the level of the current average, with Passionate students presenting higher averages. According to the results, passionate students have a tendency to use more positive Emotional Regulation strategies and achieve higher averages.
The aim of this study was to investigate the relationship between the type of passion and emotional regulation strategy in university students. The investigation involved 495 university students, between 18 and 72 years old. We used a sociodemographic survey, the portuguese version of Passion Scale and The Behavioral Emotion Regulation Questionnair. Participants were grouped into two groups: Passionate (n=189) and Non-Passionate (n= 306). A statistically significant relation was found between variables under study, showing positive correlations between positive emotional regulation strategies (Seeking Social Support, Actively Approaching and Seeking Distraction) and Passion Criteria and Harmonious Passion, as well as negative correlations between negative emotional regulation strategies (Withdrawal and Ignoring) and Passion Criteria and Harmonious Passion. There were also significant differences at the level of the current average, with Passionate students presenting higher averages. According to the results, passionate students have a tendency to use more positive Emotional Regulation strategies and achieve higher averages.
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Berq Modelo Dualista da Paixão Paixão Passion Scale Regulação Emocional