REGULAÇÃO EMOCIONAL, COMPORTAMENTOS SOCIAIS ACADÊMICOS E ENVOLVIMENTO ACADÊMICO DE ESTUDANTES UNIVERSITÁRIOS

Abstract

The university students need to adapt, acquire autonomy, and present appropriate coping skills and strategies for good psychosocial development and academic involvement. The present study aimed to evaluate the emotional regulation, academic social behaviors and academic involvement of university students. 292 students, aged between 18 and 59 years (M = 24.13 and SD = 6.94) participated in the study. Through an online form, the following instruments were used: Emotional Regulation Questionnaire (QRE), Academic Social Behaviors Inventory (ICSA) and Academic Involvement Scale (EEA). Descriptive and inferential quantitative statistical analyzes were performed, variance tests (ANOVA), Pearson's and Spearman's correlation tests were performed. The results indicated that the greater the level of emotional regulation of a student, the greater the probability of issuing academic social behaviors and academic involvement. Furthermore, was found a mediated effect of academic involvement on emotional regulation and undisciplined behavior in classroom. And from the results, the importance of further investigations and actions in the academic context is reaffirmed, which can serve as a basis for the design of interventions, as it is essential that higher education institutions offer the necessary assistance, with preventive and assistance measures.