REGULAÇÃO EMOCIONAL E DESEMPENHO ACADÊMICO: UMA REVISÃO SISTEMÃTICA DE RELAÇÕES EMPÃRICAS
DOI:
https://doi.org/10.4025/psicolestud.v22i3.34360Palavras-chave:
Emoções, aprendizagem escolar, revisão de literatura.Resumo
Foi proposto que a regulação da emoção (ER) é um fator com uma capacidade preditiva de desempenho acadêmico. No entanto, estudos empíricos são escassos e ainda relativamente pouco se sabe sobre a relação específica das estratégias e habilidades RE com diferentes indicadores de desempenho acadêmico. O objetivo deste estudo foi identificar o estado da arte sobre a relação entre regulação emocional e desempenho acadêmico. Uma pesquisa sistemática de artigos empíricos foi realizada nas bases de dados Google Scholar, ERIC e PsycArticles combinando os termos regulação de emoção ou auto-regulação emocional com: (acadêmico) habilidades, competência, realização, sucesso, desempenho, aprendizagem, escola, alfabetização, sala de aula, educação, leitura, matemática. Foram selecionados 17 itens. Análise possível formar dois grupos. No primeiro grupo, foram considerados os artigos que avaliaram estratégias de RE. Nestes estudos predominaram projetos experimentais e indicadores comportamentais como medidas de RE. No segundo grupo, foram considerados estudos que avaliam habilidades RE. Neste grupo predominaram estudos com projetos transversais e medidas de auto-relato ou de relatórios de terceiros para avaliar RE. Concluiu-se apontando algumas recomendações para trabalhos futuros.Downloads
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Referências
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Been-Zeev, T., Fein, S., & Inzlicht, M. (2005). Arousal and stereotype threat. Journal of Experimental Social Psychology, 41(2), 174–181.
Berking, M., & Whitley, B. (2014). The Adaptive Coping with Emotions Model (ACE Model). In M. Berking & B. Whitley (Eds.), Affect regulation training. A practitioners´ manual (pp. 19–29). New York: Springer.
Chauncey-Strain, A., & D´Mello, S. K. (2011). Emotion Regulation during Learning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education. 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011 (pp. 566–568). Berlin: Springer.
Davis, E. L. & Levine, L. J. (2013). Emotion regulation strategies that promote learning: reappraisal enhances children’s memory for educational information. Child Development, 84(1), 361–74.
Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, (February), 1–20.
Galla, B. M., Plummer, B. D., White, R. E., Meketon, D., D’Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314–325.
Gross, J. J. (2014). Emotion Regulation: Conceptual and Empirical Foundations. In J. J. Gross (Ed.), Handbook of Emotion Regulation. (2nd Edition). (pp. 3-20). New York - London: The Guilford Press.
Gross, J.J., & Thompson, R.A. (2007). Emotion regulation: Conceptual foundations. In J.J. Gross (Ed.), Handbook of emotion regulation. (1st Edition) (pp. 3-24). New York: Guilford Press
Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395–413.
Hafizah, N., & Hafiz, H. (2015). Emotion regulation and academic performance among iium students: a preliminary study. Jurnal Psikologi Malaysia, 29(2), 81–92.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analysis relating to achievement. Oxon: Routledge.
Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95(1), 74–83.
Howse, B. R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14, 101–119.
Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit and emotion regulation ability. Journal of Research in Personality, 52, 29–36.
Jacobs, S. E., & Gross, J. J. (2014). Emotion regulation in education. Conceptual foundations, current applications, and future directions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in educations (pp. 183–201). New York - London: Routledge.
Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46(1), 208–212.
Johns, M., Inzlicht, M., & Schmader, T. (2008). Stereotype threat and executive resource depletion: examining the influence of emotion regulation. Journal of Experimental Psychology: General, 137(4), 691–705.
Kwon, K., Hanrahan, A. R., & Kupzyk, K. A. (2016). Emotional expressivity and emotion regulation: relation to academic functioning among elementary school children. School Psychology Quarterly, (July), 1–15.
Lejuez, C.W., Kahler, C.W., & Brown, R.A. (2003) A modified computer version of the Paced Auditory Serial Addition Task (PASAT) as a laboratory-based stressor: Implications for behavioral assessment. The Behavior Therapist, 26, 290–293.
Leroy, V., Grégoire, J., Magen, E., Gross, J. J., & Mikolajczak, M. (2012). Resisting the sirens of temptation while studying: Using reappraisal to increase focus, enthusiasm, and performance. Learning and Individual Differences, 22(2), 263–268.
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3, 97–105
Montero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847–862.
Rice, J. a, Levine, L. J., & Pizarro, D. A. (2007). “Just stop thinking about it”: effects of emotional disengagement on children’s memory for educational material. Emotion, 7(4), 812–823.
Rydell, A., Berlin, L., & Bohlin, G. (2003). Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children. Emotion, 3(1), 30–47.
Schmeichel, B. J., Volokhov, R. N., & Demaree, H. A. (2008). Working memory capacity and the self-regulation of emotional expression and experience. Journal of Personality, 95(6), 1526–1540.
Shields, A., & Cicchetti, D. (1998). Reactive aggression among maltreated children: The contributions of attention and emotion dysregulation. Journal of Child Clinical Psychology, 27 (4), 381-395.
Simons, J. S., & Gaher, R. M. (2005). The distress tolerance scale: development and validation of a self-report measure. Motivation and Emotion, 29(2), 83–102.
Steinmayr, R., Meibner, A.; Weidinger, A., & Wirthwein, l. (2015). Academic Achievement. Oxford: UK: Oxford Bibliographies.
Taksic, V. (2001). Upitnici emocionalne kompetentnosti [Questionnaires of emotional competence]. In K. Lackovic-Grgin & Z. Penezic (Eds.), Zbirka psihologijskih mjernih instrumenata, (pp. 27–41). Zadar: Filozofski fakultet.
Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77–88.
Tull, M. T., & Aldao, A. (2015). New directions in the science of emotion regulation. Current Opinion in Psychology, 3, 1–18
Windle, M., & Lerner, R. (1986). Reassessing the dimensions of temperamental individuality across the lifespan: the revised dimension of temperament survey (DOTS-R). Journal of Adolescent Research, 1(2), 213–230.
Xu, J., Fan, X., & Du, J. (2015). Homework emotion regulation scale: psychometric properties for middle school students. Journal of Psychoeducational Assessment, September, 1–11.
Xu, J., Fan, X., & Du, J. (2016). Homework emotion regulation scale: confirming the factor structure with high school students. Journal of Psychoeducational Assessment, September, 1–5.
Been-Zeev, T., Fein, S., & Inzlicht, M. (2005). Arousal and stereotype threat. Journal of Experimental Social Psychology, 41(2), 174–181.
Berking, M., & Whitley, B. (2014). The Adaptive Coping with Emotions Model (ACE Model). In M. Berking & B. Whitley (Eds.), Affect regulation training. A practitioners´ manual (pp. 19–29). New York: Springer.
Chauncey-Strain, A., & D´Mello, S. K. (2011). Emotion Regulation during Learning. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Artificial Intelligence in Education. 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011 (pp. 566–568). Berlin: Springer.
Davis, E. L. & Levine, L. J. (2013). Emotion regulation strategies that promote learning: reappraisal enhances children’s memory for educational information. Child Development, 84(1), 361–74.
Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, (February), 1–20.
Galla, B. M., Plummer, B. D., White, R. E., Meketon, D., D’Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314–325.
Gross, J. J. (2014). Emotion Regulation: Conceptual and Empirical Foundations. In J. J. Gross (Ed.), Handbook of Emotion Regulation. (2nd Edition). (pp. 3-20). New York - London: The Guilford Press.
Gross, J.J., & Thompson, R.A. (2007). Emotion regulation: Conceptual foundations. In J.J. Gross (Ed.), Handbook of emotion regulation. (1st Edition) (pp. 3-24). New York: Guilford Press
Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395–413.
Hafizah, N., & Hafiz, H. (2015). Emotion regulation and academic performance among iium students: a preliminary study. Jurnal Psikologi Malaysia, 29(2), 81–92.
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analysis relating to achievement. Oxon: Routledge.
Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95(1), 74–83.
Howse, B. R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14, 101–119.
Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit and emotion regulation ability. Journal of Research in Personality, 52, 29–36.
Jacobs, S. E., & Gross, J. J. (2014). Emotion regulation in education. Conceptual foundations, current applications, and future directions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in educations (pp. 183–201). New York - London: Routledge.
Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46(1), 208–212.
Johns, M., Inzlicht, M., & Schmader, T. (2008). Stereotype threat and executive resource depletion: examining the influence of emotion regulation. Journal of Experimental Psychology: General, 137(4), 691–705.
Kwon, K., Hanrahan, A. R., & Kupzyk, K. A. (2016). Emotional expressivity and emotion regulation: relation to academic functioning among elementary school children. School Psychology Quarterly, (July), 1–15.
Lejuez, C.W., Kahler, C.W., & Brown, R.A. (2003) A modified computer version of the Paced Auditory Serial Addition Task (PASAT) as a laboratory-based stressor: Implications for behavioral assessment. The Behavior Therapist, 26, 290–293.
Leroy, V., Grégoire, J., Magen, E., Gross, J. J., & Mikolajczak, M. (2012). Resisting the sirens of temptation while studying: Using reappraisal to increase focus, enthusiasm, and performance. Learning and Individual Differences, 22(2), 263–268.
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3, 97–105
Montero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847–862.
Rice, J. a, Levine, L. J., & Pizarro, D. A. (2007). “Just stop thinking about it”: effects of emotional disengagement on children’s memory for educational material. Emotion, 7(4), 812–823.
Rydell, A., Berlin, L., & Bohlin, G. (2003). Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children. Emotion, 3(1), 30–47.
Schmeichel, B. J., Volokhov, R. N., & Demaree, H. A. (2008). Working memory capacity and the self-regulation of emotional expression and experience. Journal of Personality, 95(6), 1526–1540.
Shields, A., & Cicchetti, D. (1998). Reactive aggression among maltreated children: The contributions of attention and emotion dysregulation. Journal of Child Clinical Psychology, 27 (4), 381-395.
Simons, J. S., & Gaher, R. M. (2005). The distress tolerance scale: development and validation of a self-report measure. Motivation and Emotion, 29(2), 83–102.
Steinmayr, R., Meibner, A.; Weidinger, A., & Wirthwein, l. (2015). Academic Achievement. Oxford: UK: Oxford Bibliographies.
Taksic, V. (2001). Upitnici emocionalne kompetentnosti [Questionnaires of emotional competence]. In K. Lackovic-Grgin & Z. Penezic (Eds.), Zbirka psihologijskih mjernih instrumenata, (pp. 27–41). Zadar: Filozofski fakultet.
Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77–88.
Tull, M. T., & Aldao, A. (2015). New directions in the science of emotion regulation. Current Opinion in Psychology, 3, 1–18
Windle, M., & Lerner, R. (1986). Reassessing the dimensions of temperamental individuality across the lifespan: the revised dimension of temperament survey (DOTS-R). Journal of Adolescent Research, 1(2), 213–230.
Xu, J., Fan, X., & Du, J. (2015). Homework emotion regulation scale: psychometric properties for middle school students. Journal of Psychoeducational Assessment, September, 1–11.
Xu, J., Fan, X., & Du, J. (2016). Homework emotion regulation scale: confirming the factor structure with high school students. Journal of Psychoeducational Assessment, September, 1–5.
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2017-09-24
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REGULAÇÃO EMOCIONAL E DESEMPENHO ACADÊMICO: UMA REVISÃO SISTEMÃTICA DE RELAÇÕES EMPÃRICAS. (2017). Psicologia Em Estudo, 22(3), 299-311. https://doi.org/10.4025/psicolestud.v22i3.34360
