Expressivity and emotional regulation in college students
Article Sidebar
Main Article Content
Abstract
Emotions have a great adaptive value for individuals, allowing them to challenges the opportunities offered by the environment (Plutnchik , 1990) . So this study is important the utmost importance in education contexts. By emotional expressiveness is meant changes in behavior (eg , facial and postural accompanying emotions such as crying, laughing , blushing ) ( Gross and John , 1998) . Despite this multidimensional view of emotional expressiveness not be the only (there is a great proliferation) this view and adds that greater agreement among authors. In turn, emotional regulation refers to all of the strategies used to reduce, maintain or increase an emotion (Gross, 2001) . The strategies of emotional regulation are implicated in personality, emotions on cognition in social development (including resilience ). The objective of this research is to understand what patterns of regulation and emotional expression can meet college students and which variables influence them. The sample comprises 182 subjects, 83.5 % female and 16.5 % male, aged 17 to 51 years (M=23.5 years ; SD 6.6 ), the to Higher Education in the 1st (17.3% ), 2 (37.9 %), 3 (46.2 %) and 4th year (2.2%), students of Psychology (30.8 %), Educational Sciences (19.8 %) and Nursing (49.5 %) . The instruments used are: a Emotional Expressiveness Questionnaire of Berkeley (Gross and John , 1997) that assesses three dimensions: negative expressivity, positive expressivity and impulse, and the Emotional Regulation Questionnaire (Gross and John, 2003) This study show that the dimensions of emotional expressiveness and regulation depend on gender, year, course and age.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Amâncio, L (1994). Masculino e feminino: a construção social da diferença. Porto: Edições Afrontamento.
Barberá, E. (1998). Estereotipos de género: Construcción de las imágenes de las mujeres y los varones. In J. Fernández (Coord.). Género y sociedad. Madrid: Ediciones Pirámide, pp.177-206.
Bastos, A., Faria, C. & Silva, C. (2007). Desenvolvimento Cognitivo em jovens adultos: efeitos do género, idade e experiência. Actas da II Conferencia Internacional de Investigação em Educação de Infância, Maia, Portugal.
Franco, G. & Beja, M.J. (2009a). Teste de expressividade emocional de Berkeley: Estudos exploratórios para uma população portuguesa. Comunicação apresentada no I Congresso Luso – Brasileiro de Psicologia da Saúde, Faro, Janeiro de 2009.
Franco, G. & Beja, M.J. (2009b). Teste de regulação emocional: Estudos exploratórios para uma população portuguesa. Comunicação apresentada no I Congresso Luso – Brasileiro de Psicologia da Saúde, Faro, Janeiro de 2009.
Friedman, A. (2004). The relationship between personality traits and reflective judgment among female students. Journal of Adult Development, 11, 297-304.
Gross, J .J. (2001). Emotion Regulation in Adulthood: Timing is everything. Current Directions in Psychological Science, 10, 214-219.
Gross, J J. & John, O. P. (1997). Revealing feelings: Facets of emotional expressivity in self-reports, peer ratings, and behavior. Journal of Personality and Social Psychology, 72 (2), 435-448.
Gross, J. J. (1998a). Antecedent- and Response-Focused Emotion Regulation: Divergent Consequences for Experience, Expression, and Physiology. Journal of Personality and Social Psychology, 74 (1), 224-237.
Gross, J.J. (2003). Individual differences in two Emotional regulation Processes: Implications for affect, relationship, and well-being. Journal of Personality and Social Psychology, 85 (2), 348-362.
Kurfiss, J. (1977). Sequentiality and structure in a cognitive model of college student development. Developmental Psychology, 13, 565-571.
Martins, E. (2005). O pensamento dos alunos no ensino superior politécnico: um estudo diferencial em função do género, idade e curso. Comunicação apresentada no VII Congresso da Sociedade Portuguesa de Ciências da Educação: Cenários da educação/formação: Novos espaços, culturas e saberes, Castelo Branco.
Medeiros, T., Ferreira, J., Almeida, L., Peixoto, E., Tavares, J., & Morais, H. (2002). Desenvolvimento cognitivo do estudante do ensino superior: Efeito do curso, ano e género. Revista Portuguesa de Pedagogia, 36, 355-373.
Palmer, B., & Marra, R. (2004). College student epistemological perspectives across knowledge domains: A proposed grounded theory. Higher Education, 47, 311-335.
Palmer, B., Marra, R., Wise, J., & Litzinger, A. (2000). A longitudinal study of intellectual development of engineering: What really counts in our curriculum? Paper presented at the Frontiers in Education Conference, Kansas City.
Parkinson, B., & Totterdell. P. (1999). Classifying affect-regulation strategies. Cognition and Emotion, 13, 277-303.
Perry, W. (1970). Forms of ethical and intellectual development in the college years: A scheme. San Francisco: Jossey-Bass.
Pirttila-Backman, B. & Kajanne, A. (2004). The development of implicit epistemologies during early and middle adulthood. Journal of Adult Development, 8, 81-97.
Richards, J. M., & Gross, J. J. (2000). Emotion Regulation and Memory: The Cognitive cost of keeping one’s cool. Journal of Personality and Social Psychology, 19 (3), 410-424.