Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia

  1. Ramón González Cabanach 1
  2. Antonio Souto-Gestal 1
  3. Ramón Fernández Cervantes 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Ano de publicación: 2017

Volume: 10

Número: 2

Páxinas: 57-67

Tipo: Artigo

DOI: 10.1016/J.EJEPS.2017.07.002 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: European journal of education and psychology

Resumo

A study was designed with the aim of identifying different profiles of emotional regulation in a sample of university students, and analysing the differences among the identified profiles in relation to stressors perception and psychophysiological stress responses. The participants were 504 Spanish physiotherapy students (74% women) with a mean age of 21.06±3.74 years old, which answered the Difficulty Emotion Regulation Scale (DERS) and the Academic Stress Questionnaire (stressors scale [ECEA] and response scale [RCEA]). Based on Cluster analysis, three emotional regulation profiles were identified: students with high emotional regulation profile, students with low emotional regulation profile and students with low emotional regulation but high scores in emotional attention profile. The results indicated statistically significant differences between the emotional regulation profiles in stress apparisals and psychophysiological responses. Succinctly, students with high lesser scores in stress responses. Students with low emotional regulation profile and low emotional regulation but high emotional attention profile showed similar scores, with the exception of sleep disorders. Briefly, physiotherapy students who had higher scores on emotional control and acceptance, perceived the academic setting in a more adaptive way and reported fewer stress responses.

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