Regulação emocional e desempenho em leitura: análise de possiveis relações

Abstract

The main objective of this study was to analyze the relationship between emotional regulation and reading performance and specific objectives: (1) to ascertain the reading comprehension of children; (2) to verify the emotional regulation of the participants; and (3) compare the results considering sex, age and history of repetition. A total of 53 children, both sexes and aged between 8 and 11 years, participated in this study. The following instruments were used for data collection: Inventory of Emotional Regulation in a Learning Context (I AM Learn), Reading Test of Words and Pseudowords (LPI) and Cloze Technique. The results revealed, in general, that: the better the performance in reading of isolated words, the better it seems the textual comprehension; Negative attention and regulation strategies / modification strategies influenced positively the reading of words; Textual comprehension was shown to be unrelated to emotional regulation; Emotional regulation did not present significant correlations with reading performance. From the results found in this study, it is believed that it contributed to knowledge about emotional regulation as well as reading performance. However, future studies will be needed to delve deeper into the subject and apply it to other areas of learning.