Publicado abr 26, 2018



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar


Ramón G. Cabanach

Antonio Souto-Gestal http://orcid.org/0000-0002-7332-1599

Luz González Doniz

Tania Corrás Vázquez

##plugins.themes.bootstrap3.article.details##

Resumen

Esta investigación tuvo un doble objetivo: la identificación de distintos perfiles de regulación emocional y la comprobación de si estos perfiles se diferencian en el uso de estrategias de afrontamiento ante el estrés académico. Participaron 487 estudiantes de fisioterapia (74% mujeres) de distintas universidades, con edades comprendidas entre 18 y 40 años. Se aplicó la Escala de Dificultades en la Regulación Emocional (Difficulties in Emotion Regulation Scale [DERS]) y la escala de Estrategias de Afrontamiento del Cuestionario de Estrés Académico (CEA). Se obtuvo un total de tres perfiles de regulación emocional en el análisis de conglomerados. El primero está compuesto por estudiantes con una baja regulación emocional, un segundo grupo con resultados mixtos y un tercer conglomerado que muestra una alta regulación emocional. Se encontraron diferencias estadísticamente significativas en el uso del total de estrategias de afrontamiento entre los perfiles de baja y alta regulación emocional.

Keywords

academic stress, coping strategies, emotional regulation, emotional intelligenceestrés académico, estrategias de afrontamiento, regulación emocional, inteligencia emocional

References
Augusto, J. M., & López-Zafra, E. (2010). The impact of emotional intelligence on nursing: An overview. Psychology, 1, 50-58. http://dx.doi.org/10.4236/psych.2010.11008

Austin, E. J., Saklofske, D. H., & Mastoras, S. M. (2010). Emotional intelligence, coping and exam-related stress in Canadian undergraduate students. Australian Journal of Psychology, 62(1), 42-50. http://dx.doi.org/10.1080/00049530903312899

Bardeen, J. R., Fergus, T. A., & Orcutt, H. K. (2012). An examination of the latent structure of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 34(3), 382-392. http://dx.doi.org/10.1007/s10862-012-9280-y

Birks, Y., McKendree, J., & Watt, I. (2009). Emotional intelligence and perceived stress in healthcare students: A multi-institutional, multi-professional survey. BMC Medical Education, 9(1), 61. http://dx.doi.org/10.1186/1472-6920-9-61

Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28(2), 85-97. http://dx.doi.org/10.1007/s12144-009-9047-0

Cabanach, R. G., Souto-Gestal, A., Fernández-Cervantes, R., & Freire, C. (2011). Regulación emocional y burnout académico en estudiantes universitarios de fisioterapia. Revista de Investigación en Educación, 2(9), 7-18. Recuperado de http://www.academia.edu/15233054/Regulaci%C3%B3n_emocional_y_burnout_acad%C3%A9mico_en_estudiantes_universitarios_de_Fisioterapia

Cabanach, R. G., Souto-Gestal, A., & Franco, V. (2016). Escala de Estresores Académicos para la evaluación de los estresores académicos en estudiantes universitarios [Stressor Academic Scale for the evaluation of academic stressors in undergraduates]. Revista Iberoamericana de Psicología y Salud, 7(2), 41-50. http://dx.doi.org/10.1016/j.rips.2016.05.001

Cabanach, R. G., Valle, A., Rodríguez, S., Piñeiro, I., & Freire, C. (2010). Escala de afrontamiento del estrés académico (A-CEA). Revista Iberoamericana de Psicología y Salud, 1(1), 51-64. Recuperado de http://www.redalyc.org/pdf/2451/245116411005.pdf

Cherry, M. G., Fletcher, I., O'sullivan, H., & Shaw, N. (2012). What impact do structured educational sessions to increase emotional intelligence have on medical students? [BEME Guide No. 17]. Medical Teacher, 34(1), 11-19. Recuperado de http://www.redalyc.org/pdf/2451/245116411005.pdf

Diaz-Castela, M., Hale, W. W., III., Muela, J. A., Espinosa-Fernández, L., Klimstra, T., & Garcia-Lopez, L. J. (2013). The measurement of perceived emotional intelligence for Spanish adolescents with social anxiety disorder symptoms. Anales de Psicología, 29(2), 509-515. http://dx.doi.org/10.6018/analesps.29.2.144271

Doherty, E. M., & Nugent, E. (2011). Personality factors and medical training: A review of the literature. Medical Education, 45(2), 132-140. http://dx.doi.org/10.1111/j.1365-2923.2010.03760.x

Downey, L. A., Johnston, P. J., Hansen, K., Birney, J., & Stough, C. (2010). Investigating the mediating effects of emotional intelligence and coping on problem behaviours in adolescents. Australian Journal of Psychology, 62(1), 20-29. http://dx.doi.org/10.1080/00049530903312873

Fernández-Berrocal, P., Extremera, N., & Palomera, R. (2008). Emotional intelligence as a crucial mental ability on educational context. En A. Valle, J. C. Núñez, R. G. Cabanach, J. González-Pienda & S. Rodríguez (Eds.), Handbook of instructional resources and their applications in the classroom (pp. 67-88). NuevaYork: Nova Science.

Fischer, J. L., Forthun, L. F., Pidcock, B. W., & Dowd, D. A. (2007). Parent relationships, emotion regulation, psychosocial maturity and college student alcohol use problems. Journal of Youth and Adolescence, 36(7), 912-926. http://dx.doi.org/10.1007/s10964-006-9126-6

Folkman, S., & Moskowitz, J. T. (2004). Coping: Pitfalls and promise. Annual Review of Psychology, 55, 745-74. http://dx.doi.org/10.1146/ annurev.psych.55.090902.141456

García-Fernández, J. M., Inglés, C. J., Vicent, M., Gonzálvez, C., Gómez-Núñez, M. I., & Poveda-Serra, P. (2016). Perfeccionismo durante la infancia y la adolescencia. Análisis bibliométrico y temático (2004-2014) [Perfectionism during childhood and adolescence. Bibliometric and thematic analysis (2004-2014)]. Revista Iberoamericana de Psicología y Salud, 7(2), 79-88. http://dx.doi.org/10.1016/j.rips.2016.02.001

Gázquez, J. J., Pérez-Fuentes, M. C., Díaz-Herrero, Á., García-Fernández, J. M., & Inglés, C. J. (2015). Perfiles de inteligencia emocional y conducta social en adolescentes españoles. Psicología Conductual, 23(1), 141-160. Recuperado de http://www.funveca.org/revista/pedidos/product.php?id_product=667

Gibbons, C., Dempster, M., & Moutray, M. (2011). Stress, coping and satisfaction in nursing students. Journal of Advanced Nursing, 67(3), 621-632. http://dx.doi.org/10.1111/j.1365-2648.2010.05495.x

Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. http://dx.doi.org/10.1023/B:JOBA.0000007455.08539.94

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. Upper Saddle River, NJ: Prentice-Hall.

Hernandez, M. B., Blavo, C., Hardigan, P. C., Perez, A. M., & Hage, K. (2010). Differences in perceived stress, depression, and medical symptoms among medical, nursing, and physician assistant students: A latent class analysis. Annals of Behavioral Science and Medical Education, 16(1), 35-39. http://dx.doi.org/10.1007/BF03355116

Hervás, G., & Jódar, R. (2008). Adaptación al castellano de la Escala de Dificultades en la Regulación Emocional. Clínica y Salud, 19(2), 139-156. Recuperado de http://psycnet.apa.org/record/2008-17752-001

Jiménez, M. I., & López-Zafra, E. (2011). Actitudes sociales y adaptación social en adolescentes españoles: el papel de la inteligencia emocional percibida. Revista de Psicología Social, 26(1), 105-117. http://dx.doi.org/10.1174/021347411794078417

John, O. P., & Gross, J. J. (2007). Individual differences in emotion regulation strategies: Links to global trait, dynamic, and social cognitive constructs. En J. J. Gross (Ed.), Handbook of emotion regulation (pp. 351-372). Nueva York: Guilford Press.

MacCann, C., Fogarty, G. J., Zeidner, M., & Roberts, R. D. (2011). Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36(1), 60-70. http://dx.doi.org/10.1016/j.cedpsych.2010.11.002

Marín, M., Robles, R., González-Forteza, C., & Andrade, P. (2012). Propiedades psicométricas de la escala "Dificultades en la Regulación Emocional" en español (DERS-E) para adolescentes mexicanos. Salud Mental, 35(6), 521-526. Recuperado de http://www.inprf-cd.gob.mx/pdf/sm3506/sm3506521.pdf

Martínez, A. E., Piqueras, J. A., & Inglés, C. J. (2011). Relaciones entre inteligencia emocional y estrategias de afrontamiento ante el estrés. Revista Electrónica de Motivación y Emoción, 14(37), 1-24. Recuperado de http://reme.uji.es/articulos/numero37/article6/article6.pdf

Medrano, L. A., & Trógolo, M. (2014). Validación de la escala de dificultades en la regulación emocional en la población universitaria de Córdoba, Argentina. Universitas Psychologica, 13(4), 1345-1356. http://dx.doi.org/10.11144/ Javeriana.UPSY13-4.vedr

Mikolajczak, M., Nelis, D., Hansenne, M., & Quoidbach, J. (2008). If you can regulate sadness, you can probably regulate shame: Associations between trait emotional intelligence, emotion regulation and coping efficiency across discrete emotions. Personality and Individual Differences, 44(6), 1356-1368. http://dx.doi.org/10.1016/j.paid.2007.12.004

Mikolajczak, M., Roy, E., Luminet, O., Fillée, C., & de Timary, P. (2007). The moderating impact of emotional intelligence on free cortisol responses to stress. Psychoneuroendocrinology, 32(8), 1000-1012. http://dx.doi.org/10.1016/j.psyneuen.2007.07.009

Montes-Berges, B., & Augusto, J. M. (2007). Exploring the relationship between perceived emotional intelligence, coping, social support and mental health in nursing students. Journal of Psychiatric and Mental Health Nursing, 14(2), 163-171. http://dx.doi.org/10.1111/j.1365-2850.2007.01059.x

Naidoo, S., & Pau, A. (2008). Emotional intelligence and perceived stress. SADJ: Journal of the South African Dental Association, 63(3), 148-151. Recuperado de https://www.ncbi.nlm.nih.gov/pubmed/18689346

Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansenne, M. (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences, 47(1), 36-41. http://dx.doi.org/10.1016/j.paid.2009.01.046

Palomera, R., Salguero, J. M., & Ruiz-Aranda, D. (2012). La percepción emocional como predictor estable del ajuste psicosocial en la adolescencia. Revista Internacional Clínica y de Salud, 20(1), 43-58. Recuperado de http://behavioralpsycho.com/product/inteligencia-emocional-y-aculturacion-2/

Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college student’s achievement goal orientation. Contemporary Educational Psychology, 32(1), 8-47. http://dx.doi.org/ 10.1016/j.cedpsych.2006.10.003

Pau, A., Rowland, M. L., Naidoo, S., AbdulKadir, R., Makrynika, E., Moraru, R., ... & Croucher, R. (2007). Emotional intelligence and perceived stress in dental undergraduates: A multinational survey. Journal of Dental Education, 71(2), 197-204. Recuperado de http://www.jdentaled.org/content/71/2/197

Petrides, K. V., Pérez-González, J. C., & Furnham, A. (2007). On the criterion and incremental validity of trait emotional intelligence. Cognition and Emotion, 21(1), 26-55. http://dx.doi.org/10.1080/02699930601038912

Por, J., Barriball, L., Fitzpatrick, J., & Roberts, J. (2011). Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse Education Today, 31(8), 855-860. http://dx.doi.org/ 10.1016/j.nedt.2010.12.023

Rey, L., Extremera, N., & Pena, M. (2011). Perceived emotional intelligence, self-esteem and life satisfaction in adolescents. Psychosocial Intervention, 20(2), 227-234. http://dx.doi.org/10.5093/in2011v20n2a10

Saklofske, D. H., Austin, E. J., Galloway, J., & Davidson, K. (2007). Individual difference correlates of health-related behaviours: Preliminary evidence for links between emotional intelligence and coping. Personality and Individual Differences, 42(3), 491-502. http://dx.doi.org/10.1016/j.paid.2006.08.006

Salguero, J. M., Fernández-Berrocal, P., Ruiz-Aranda, D., Castillo, R., & Palomera, R. (2011). Inteligencia emocional y ajuste psicosocial en la adolescencia: el papel de la percepción emocional. European Journal of Education and Psychology, 4(2), 143-152. http://dx.doi.org/10.1989/ejep.v4i2.84

Salguero, J. M., Palomera, R., & Fernández-Berrocal, P. (2012). Perceived emotional intelligence as predictor of psychological adjustment in adolescents: A 1-year prospective study. European Journal of Psychology of Education, 27(1), 21-34. http://dx.doi.org/10.1007/s10212-011-0063-8

Salovey, P., Bedell, B. T., Detweiler, J. B., & Mayer, J. D. (2000). Current directions in emotional intelligence research. En M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2.a ed., pp. 504-520). Nueva York: Guilford Press.

Salovey, P., Stroud, L. R., Woolery, A., & Epel, E. S. (2002). Perceived emotional intelligence, stress reactivity, and symptom reports: Further explorations using the Trait Meta-Mood Scale. Psychology and Health, 17(5), 611-627. http://dx.doi.org/10.1080/08870440290025812

Skinner, E. A., & Zimmer-Gembeck, M. (2007). The development of coping. Annual Review of Psychology, 58, 119-144. http://dx.doi.org/10.1146/annurev.psych.58.110405.085705

Souto-Gestal, A. (2014). Regulación emocional y estrés académico en estudiantes de fisioterapia (Tesis doctoral inédita). Departamento de Psicología Evolutiva y de la Educación, Universidad de A Coruña.

Stoller, J. K., Taylor, C. A., & Farver, C. F. (2013). Emotional intelligence competencies provide a developmental curriculum for medical training. Medical Teacher, 35(3), 243-247. http://dx.doi.org/10.3109/0142159X.2012.737964

Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40-48. http://dx.doi.org/10.1016/j.lindif.2017.03.001

Walsh, J. M., Feeney, C., Hussey, J., & Donnellan, C. (2010). Sources of stress and psychological morbidity among undergraduate physiotherapy students. Physiotherapy, 96(3), 206-212. http://dx.doi.org/10.1016/j.physio.2010.01.005
Cómo citar
Cabanach, R. G., Souto-Gestal, A., González Doniz, L., & Corrás Vázquez, T. (2018). Afrontamiento y regulación emocional en estudiantes de fisioterapia. Universitas Psychologica, 17(2), 1–13. https://doi.org/10.11144/Javeriana.upsy17-2.aree
Sección
Artículos