The literature has called attention for the need to value academic process, besidesacademic achievements. It has also suggested the importance of deepening knowledge aboutassociations of academic processes with emotional processes, such as emotional self-regulation.The aim of this study is to investigate the potential explanatory role of emotional self-regulationin academic processes and achievements, namely school engagement and results of preadolescents. A total of 394 students participated in this study (Mage = 10.9, DP = .69). Theycompleted a Social Demographic and Academic Questionnaire, the Four-Dimensional Scale ofStudent’s Engagement in School and the Questionnaire of Emotional Regulation in Childrenand Students. Descriptive, correlational, and multiple linear regression analyzes wereperformed. Cognitive reappraisal was shown to constitute a statistically significant explanatoryvariable of all the dimensions of school engagement, while emotional suppression entailed astatistically significant explanatory variable of affective and agentic engagement. Positivecorrelations of cognitive reappraisal, but negative correlations of emotional suppression withthe dimensions of school engagement mentioned above were found. On the other hand,behavioral and agentic engagement constituted statistically significant explanatory variables ofacademic achievement. The psychological practice could focus on promoting emotionalcompetences among young people and in conducting actions to raise guardians and teachers’awareness for the importance of emotional self-regulation and school engagement in academicsuccess.
Date of Award | 2 Mar 2022 |
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Original language | Portuguese |
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Awarding Institution | - Universidade Católica Portuguesa
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Supervisor | Íris M. Oliveira (Supervisor) |
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- Emotional self-regulation
- School engagement
- Academic achievement
- Academic success
- Mestrado em Psicologia da Educação
Papel explicativo da autorregulação emocional no envolvimento na escola e no rendimento académico de pré-adolescentes
Lages, A. I. V. (Student). 2 Mar 2022
Student thesis: Master's Thesis