Autorregulação emocional e envolvimento de pré-adolescentes na escola

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The literature has called attention for the need to value academic process, besides academic achievement, in the research and practice on academic success. It has also suggested the importance of deepening knowledge about associations between academic processes and emotional processes. This study analyses if emotional self-regulation holds a potential explanatory role of pre-adolescents’ engagement in school. A total of 394 students participated in this study (Mage = 10.9). Participants completed a Social Demographic and Academic Questionnaire, the Four-Dimensional Scale of Student’s Engagement in School, and the Questionnaire of Emotional Regulation in Children and Students. Descriptive, correlational, and multiple linear regression analyses were performed. Cognitive reappraisal and emotional suppression constituted statistically significant explanatory variables of all the dimensions of engagement in school. Positive correlations of cognitive reappraisal, but negative correlations of emotional suppression with the dimensions of school engagement were found. Future studies could rely on a longitudinal design to identify variations in the use of emotional self-regulation strategies and its impact in academic processes. Psychological practices could focus on promoting emotional competences among pre-adolescents, particularly by fostering adaptative self-regulation strategies, such as cognitive reappraisal, given its positive impact on school engagement. Actions to raise guardians and teachers’ awareness for an integrative view of academic success could also be conducted.
Original languagePortuguese
Title of host publicationEngagement de los alumnos en la escola
Subtitle of host publicationperspectivas sociales y psicológicas
EditorsIsabel Martínez, Feliciano H. Veiga
Place of PublicationCuenca
PublisherEdiciones de la Universidad de Castilla-La Mancha
Number of pages11
ISBN (Electronic)9788490445815
Publication statusPublished - 2023


  • School engagement
  • Academic success
  • Emotional self-regulation

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