Emotion regulation and working memory in academic performance
Regulación emocional y memoria de trabajo en el desempeño académico
Regulação emocional e memória de trabalho no desempenho acadêmico
| 2020 | |
|
emotion regulation working memory academic performance children teachers regulación emocional memoria de trabajo desempeño académico niños docentes regulação emocional memória de trabalho desempenho académico crianças professores |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2284
https://hdl.handle.net/10895/3124 |
|
| Acceso abierto |
| _version_ | 1815178694761644032 |
|---|---|
| author | Andrés , María Laura |
| author2 | Vernucci, Santiago García Coni, Ana Richard’s, María M. Amazzini , Mariela Luz Paradiso, Rosaura |
| author2_role | author author author author author |
| author_facet | Andrés , María Laura Vernucci, Santiago García Coni, Ana Richard’s, María M. Amazzini , Mariela Luz Paradiso, Rosaura |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Andrés , María Laura Vernucci, Santiago García Coni, Ana Richard’s, María M. Amazzini , Mariela Luz Paradiso, Rosaura |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:54:15Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:54:15Z |
| dc.date.none.fl_str_mv | 2020-09-29 |
| dc.description.en-US.fl_txt_mv | The objective of this work was to analyze the relationship between emotional regulation strategies, cognitive reappraisal applied to home school tasks (CR-HST) and emotional management applied to home school tasks (EM-HST) on academic performance (AP) controlling working memory difficulties (WM-diff) in children who finished Primary Education. A self-report questionnaire to assess CR-HST and EM-HST was administered to 119 fourth, fifth and sixth grade children (9 to 11 years old) and two questionnaires to their teachers to assess their AP and WM difficulties. The results showed that EM-HST was associated with the success, academic productivity, mathematics and reading dimensions of AP, even when WM-diff was controlled. There were no significant associations between CR-HST and AP, or any of the strategies on impulse control in academic situations. The results are expected to deepen the understanding of the role of emotional regulation in AP and thus contribute to the content of programs for promoting emotional regulation designed for school contexts. |
| dc.description.es-ES.fl_txt_mv | El objetivo de este trabajo fue analizar la relación de las estrategias de regulación emocional reevaluación cognitiva aplicada a tareas escolares para el hogar (RC-TEH) y manejo emocional aplicado a tareas escolares para el hogar (ME-TEH) sobre el desempeño académico (DA) controlando dificultades de memoria de trabajo (dif-MT) en niños que finalizaban la Educación Primaria. Se administró un cuestionario de autoinforme para evaluar la RC-TEH y el ME-TEH a 119 de niños de cuarto, quinto y sexto grado (9 a 11 años de edad) y dos cuestionarios a sus maestros para evaluar su DA y dificultades de MT. Los resultados mostraron que el ME-TEH se asoció con las dimensiones éxito, productividad académica, matemáticas y lectura del DA, incluso cuando se controlaron dif-MT. No se observaron asociaciones significativas de la RC-TEH con el DA, ni de ninguna de las estrategias sobre el control del impulso en situaciones académicas. Se espera que los resultados profundicen en el conocimiento del rol de la regulación emocional en el DA y contribuyan así al contenido de programas de promoción de la regulación emocional diseñados para contextos escolares. |
| dc.description.pt-PT.fl_txt_mv | O objetivo deste trabalho foi analisar a relação entre as estratégias de regulação emocional de reavaliação cognitiva aplicada ao dever de casa (RC-DDC) e a gestão emocional aplicada ao dever de casa (GE-DDE) sobre o desempenho acadêmico (DA) controlando as dificuldades de memória de trabalho (dif-MT) em crianças que terminam o Ensino Fundamental. Foi administrado um questionário de auto-relato para avaliar RC-DDC e GE-DDE a 119 crianças de quarto, quinto e sexto grau (9-11 anos), e dois questionários foram administrados a seus professores para avaliar suas dificuldades de DA e MT. Os resultados mostraram que a RC-DDC estava associada ao sucesso, produtividade acadêmica, matemática e leitura da DA, mesmo quando se controla a dif-MT. Não foram observadas associações significativas para RC-DDC com DA, nem para nenhuma das estratégias de controle de impulsos em situações acadêmicas. Espera-se que os resultados aprofundem a compreensão do papel da regulação emocional na DA e assim contribuam para o conteúdo de programas que promovam a regulação emocional projetada para ambientes escolares. |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2284 10.22235/cp.v14i2.2284 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3124 |
| dc.language.iso.none.fl_str_mv | spa eng |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2284/2180 https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2284/2181 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2020 Universidad Católica del Uruguay http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2020, Volumen 14(2); e-2284 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2020, Volumen 14(2); e-2284 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v14i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2020, Volumen 14(2); e-2284 |
| dc.subject.en-US.fl_str_mv | emotion regulation working memory academic performance children teachers |
| dc.subject.es-ES.fl_str_mv | regulación emocional memoria de trabajo desempeño académico niños docentes |
| dc.subject.pt-PT.fl_str_mv | regulação emocional memória de trabalho desempenho académico crianças professores |
| dc.title.none.fl_str_mv | Emotion regulation and working memory in academic performance Regulación emocional y memoria de trabajo en el desempeño académico Regulação emocional e memória de trabalho no desempenho acadêmico |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The objective of this work was to analyze the relationship between emotional regulation strategies, cognitive reappraisal applied to home school tasks (CR-HST) and emotional management applied to home school tasks (EM-HST) on academic performance (AP) controlling working memory difficulties (WM-diff) in children who finished Primary Education. A self-report questionnaire to assess CR-HST and EM-HST was administered to 119 fourth, fifth and sixth grade children (9 to 11 years old) and two questionnaires to their teachers to assess their AP and WM difficulties. The results showed that EM-HST was associated with the success, academic productivity, mathematics and reading dimensions of AP, even when WM-diff was controlled. There were no significant associations between CR-HST and AP, or any of the strategies on impulse control in academic situations. The results are expected to deepen the understanding of the role of emotional regulation in AP and thus contribute to the content of programs for promoting emotional regulation designed for school contexts. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_58208a1c71291a966850dfe2a2f32501 |
| identifier_str_mv | 10.22235/cp.v14i2.2284 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa eng |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3124 |
| publishDate | 2020 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2020 Universidad Católica del Uruguay http://creativecommons.org/licenses/by/4.0 |
| spelling | Andrés , María LauraVernucci, SantiagoGarcía Coni, AnaRichard’s, María M.Amazzini , Mariela LuzParadiso, Rosaura2020-09-292023-08-31T18:54:15Z2023-08-31T18:54:15Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/228410.22235/cp.v14i2.2284https://hdl.handle.net/10895/3124The objective of this work was to analyze the relationship between emotional regulation strategies, cognitive reappraisal applied to home school tasks (CR-HST) and emotional management applied to home school tasks (EM-HST) on academic performance (AP) controlling working memory difficulties (WM-diff) in children who finished Primary Education. A self-report questionnaire to assess CR-HST and EM-HST was administered to 119 fourth, fifth and sixth grade children (9 to 11 years old) and two questionnaires to their teachers to assess their AP and WM difficulties. The results showed that EM-HST was associated with the success, academic productivity, mathematics and reading dimensions of AP, even when WM-diff was controlled. There were no significant associations between CR-HST and AP, or any of the strategies on impulse control in academic situations. The results are expected to deepen the understanding of the role of emotional regulation in AP and thus contribute to the content of programs for promoting emotional regulation designed for school contexts.El objetivo de este trabajo fue analizar la relación de las estrategias de regulación emocional reevaluación cognitiva aplicada a tareas escolares para el hogar (RC-TEH) y manejo emocional aplicado a tareas escolares para el hogar (ME-TEH) sobre el desempeño académico (DA) controlando dificultades de memoria de trabajo (dif-MT) en niños que finalizaban la Educación Primaria. Se administró un cuestionario de autoinforme para evaluar la RC-TEH y el ME-TEH a 119 de niños de cuarto, quinto y sexto grado (9 a 11 años de edad) y dos cuestionarios a sus maestros para evaluar su DA y dificultades de MT. Los resultados mostraron que el ME-TEH se asoció con las dimensiones éxito, productividad académica, matemáticas y lectura del DA, incluso cuando se controlaron dif-MT. No se observaron asociaciones significativas de la RC-TEH con el DA, ni de ninguna de las estrategias sobre el control del impulso en situaciones académicas. Se espera que los resultados profundicen en el conocimiento del rol de la regulación emocional en el DA y contribuyan así al contenido de programas de promoción de la regulación emocional diseñados para contextos escolares.O objetivo deste trabalho foi analisar a relação entre as estratégias de regulação emocional de reavaliação cognitiva aplicada ao dever de casa (RC-DDC) e a gestão emocional aplicada ao dever de casa (GE-DDE) sobre o desempenho acadêmico (DA) controlando as dificuldades de memória de trabalho (dif-MT) em crianças que terminam o Ensino Fundamental. Foi administrado um questionário de auto-relato para avaliar RC-DDC e GE-DDE a 119 crianças de quarto, quinto e sexto grau (9-11 anos), e dois questionários foram administrados a seus professores para avaliar suas dificuldades de DA e MT. Os resultados mostraram que a RC-DDC estava associada ao sucesso, produtividade acadêmica, matemática e leitura da DA, mesmo quando se controla a dif-MT. Não foram observadas associações significativas para RC-DDC com DA, nem para nenhuma das estratégias de controle de impulsos em situações acadêmicas. Espera-se que os resultados aprofundem a compreensão do papel da regulação emocional na DA e assim contribuam para o conteúdo de programas que promovam a regulação emocional projetada para ambientes escolares.application/pdfapplication/pdfspaengUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2284/2180https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2284/2181Derechos de autor 2020 Universidad Católica del Uruguayhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCiencias Psicológicas; 2020, Volumen 14(2); e-2284Ciencias Psicológicas; 2020, Volumen 14(2); e-2284Ciencias Psicológicas; 2020, Volumen 14(2); e-22841688-422110.22235/cp.v14i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayemotion regulationworking memoryacademic performancechildrenteachersregulación emocionalmemoria de trabajodesempeño académiconiñosdocentesregulação emocionalmemória de trabalhodesempenho académicocriançasprofessoresEmotion regulation and working memory in academic performanceRegulación emocional y memoria de trabajo en el desempeño académicoRegulação emocional e memória de trabalho no desempenho acadêmicoinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/31242023-08-31 15:54:15.369oai:liberi.ucu.edu.uy:10895/3124Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:54:15LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Emotion regulation and working memory in academic performance Andrés , María Laura emotion regulation working memory academic performance children teachers regulación emocional memoria de trabajo desempeño académico niños docentes regulação emocional memória de trabalho desempenho académico crianças professores |
| status_str | publishedVersion |
| title | Emotion regulation and working memory in academic performance |
| title_full | Emotion regulation and working memory in academic performance |
| title_fullStr | Emotion regulation and working memory in academic performance |
| title_full_unstemmed | Emotion regulation and working memory in academic performance |
| title_short | Emotion regulation and working memory in academic performance |
| title_sort | Emotion regulation and working memory in academic performance |
| topic | emotion regulation working memory academic performance children teachers regulación emocional memoria de trabajo desempeño académico niños docentes regulação emocional memória de trabalho desempenho académico crianças professores |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2284 https://hdl.handle.net/10895/3124 |
