Regulação emocional em crianças com comportamentos escolares disruptivos

Abstract

This work focuses on the study of the relationship between school disruption and emotional regulation, including realizing the extent to which disruptive school behaviors are consistent with difficulties \ emotion regulation problems. In a literature review, defines concepts of School Disruption and Emotion Regulation and covers general notions about them, lists the studies of the historical development and research undertaken to date, and revises the main published data that relate the main variables with sex, age, academic success, schooling of students and parental education. In a sample of 544 students, we used two assessment instruments: the Scale School Disruption professed by Students (EDEP) and Scale Difficulties in Emotion Regulation (DERS). Data collection took place in a public establishment which encompasses 2:03 cycle. The results indicate the existence of a positive relationship between the main variables of our study. Yet been proven relationships with gender, age, education, academic success. There was no relationship with the variable parental education.

Date of Award	22 May 2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Paulo César Dias (Supervisor)