Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia

El objetivo de este estudio es identificar los diferentes perfiles de regulación emocional presentes en una muestra de estudiantes universitarios y analizar si entre los perfiles identificados existen diferencias en la percepción de estresores académicos y en las respuestas psicofisiológicas de estr...

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Published inEuropean journal of education and psychology Vol. 10; no. 2; pp. 57 - 67
Main Authors Cabanach, Ramón González, Souto-Gestal, Antonio, Fernández Cervantes, Ramón
Format Journal Article
LanguageSpanish
Published Elsevier España, S.L.U 01.12.2017
Subjects
Academic stress
Emotional regulation
Estresores
Estrés académico
Estudiantes universitarios
Perfiles
Profiles
Regulación emocional
Stressors
University students
Perfiles
Emotional regulation
Estresores
Estudiantes universitarios
University students
Profiles
Academic stress
Regulación emocional
Stressors
Estrés académico
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Abstract El objetivo de este estudio es identificar los diferentes perfiles de regulación emocional presentes en una muestra de estudiantes universitarios y analizar si entre los perfiles identificados existen diferencias en la percepción de estresores académicos y en las respuestas psicofisiológicas de estrés. Participaron 504 estudiantes de fisioterapia de diferentes universidades españolas, el 74% de sexo femenino y con una edad promedio de 21.06±3.74años a los que se les administró la Escala de Dificultades en la Regulación Emocional (DERS) y el Cuestionario de Estrés Académico (escala de estresores [ECEA] y escala de respuesta [RCEA]). El análisis de conglomerados identificó tres perfiles de regulación: alta regulación emocional, baja regulación emocional y baja regulación emocional con alta atención. Se obtuvieron diferencias estadísticamente significativas entre los diferentes perfiles tanto para la percepción de estresores como para las respuestas psicofisiológicas de estrés. Los estudiantes con un perfil de alta regulación emocional percibieron en menor medida el entorno académico como amenazante y experimentaron con menor frecuencia manifestaciones psicofisiológicas de estrés. Los estudiantes con perfiles de baja regulación y baja regulación con alta atención emocional mostraron resultados similares, a excepción de las alteraciones del sueño. En conclusión, los estudiantes de fisioterapia con elevadas puntuaciones en control y aceptación de sus estados emocionales perciben las circunstancias académicas de forma más adaptativa y experimentan menores respuestas de estrés. A study was designed with the aim of identifying different profiles of emotional regulation in a sample of university students, and analysing the differences among the identified profiles in relation to stressors perception and psychophysiological stress responses. The participants were 504 Spanish physiotherapy students (74% women), with a mean age of 21.06±3.74 years old, which answered the Difficulty Emotion Regulation Scale (DERS) and the Academic Stress Questionnaire (stressors scale [ECEA] and response scale [RCEA]). Based on Cluster analysis, three emotional regulation profiles were identified: students with high emotional regulation profile, students with low emotional regulation profile and students with low emotional regulation but high scores in emotional attention profile. The results indicated statistically significant differences between the emotional regulation profiles in stress appraisals and psychophysiological responses. Succinctly, students with high emotional regulation profile perceived academic environment as less threatening and showed lesser scores in stress responses. Students with low emotional regulation profile and low emotional regulation but high emotional attention profile showed similar scores, with the exception of sleep disorders. Briefly, physiotherapy students who had higher scores on emotional control and acceptance, perceived the academic setting in a more adaptive way and reported fewer stress responses.
AbstractList A study was designed with the aim of identifying different profiles of emotional regulation in a sample of university students, and analysing the differences among the identified profiles in relation to stressors perception and psychophysiological stress responses. The participants were 504 Spanish physiotherapy students (74% women) with a mean age of 21.06±3.74 years old, which answered the Difficulty Emotion Regulation Scale (DERS) and the Academic Stress Questionnaire (stressors scale [ECEA] and response scale [RCEA]). Based on Cluster analysis, three emotional regulation profiles were identified: students with high emotional regulation profile, students with low emotional regulation profile and students with low emotional regulation but high scores in emotional attention profile. The results indicated statistically significant differences between the emotional regulation profiles in stress apparisals and psychophysiological responses. Succinctly, students with high lesser scores in stress responses. Students with low emotional regulation profile and low emotional regulation but high emotional attention profile showed similar scores, with the exception of sleep disorders. Briefly, physiotherapy students who had higher scores on emotional control and acceptance, perceived the academic setting in a more adaptive way and reported fewer stress responses. El objetivo de este estudio es identificar los diferentes perfiles de regulación emocional presentes en una muestra de estudiantes universitarios y analizar si entre los perfiles identificativos existen diferencias en la percepción de estresores académicos y en las respuestas psicofisiológicas de estrés. Participaron 504 estudiantes de fisioterapia de diferentes universidades españolas, el 74% de sexo femenino y con una edad promedio de 21.06±3.74 años a los que se les administró la Escala de Dificultades en la Regulación Emocional (DERS) y el Cuestionario de Estrés Académico (escala de estresores [ECEA] y escala de respuesta [RCEA]). El análisis de conglomerados identificó tres perfiles de regulación: alta regulación emocional, baja regulación emocional y baja regulación emocional con alta atención. Se obtuvieron diferencias estadísticamente significativas entre los diferentes perfiles tanto para la percepción de estresores como para las respuestas psicofisiológicas de estrés. Los estudiante con un perfil de alta regulación emocional percibieron en menos medida el entorno académico como amenazante y experimentaron con menor frecuencia manifestaciones psicofisiológicas de estrés. Los estudiantes con perfiles de baja regulación y baja regulación con alta atención emocional mostraron resultados similares, a excepción de las alteraciones del sueño. En conclusión, los estudiantes de fisioterapia con elevadas puntuaciones en control y aceptación de sus estados emocionales perciben las circunstancias académicas de forma más adaptativa y experimentan menores respuestas de estrés.
El objetivo de este estudio es identificar los diferentes perfiles de regulación emocional presentes en una muestra de estudiantes universitarios y analizar si entre los perfiles identificados existen diferencias en la percepción de estresores académicos y en las respuestas psicofisiológicas de estrés. Participaron 504 estudiantes de fisioterapia de diferentes universidades españolas, el 74% de sexo femenino y con una edad promedio de 21.06±3.74años a los que se les administró la Escala de Dificultades en la Regulación Emocional (DERS) y el Cuestionario de Estrés Académico (escala de estresores [ECEA] y escala de respuesta [RCEA]). El análisis de conglomerados identificó tres perfiles de regulación: alta regulación emocional, baja regulación emocional y baja regulación emocional con alta atención. Se obtuvieron diferencias estadísticamente significativas entre los diferentes perfiles tanto para la percepción de estresores como para las respuestas psicofisiológicas de estrés. Los estudiantes con un perfil de alta regulación emocional percibieron en menor medida el entorno académico como amenazante y experimentaron con menor frecuencia manifestaciones psicofisiológicas de estrés. Los estudiantes con perfiles de baja regulación y baja regulación con alta atención emocional mostraron resultados similares, a excepción de las alteraciones del sueño. En conclusión, los estudiantes de fisioterapia con elevadas puntuaciones en control y aceptación de sus estados emocionales perciben las circunstancias académicas de forma más adaptativa y experimentan menores respuestas de estrés. A study was designed with the aim of identifying different profiles of emotional regulation in a sample of university students, and analysing the differences among the identified profiles in relation to stressors perception and psychophysiological stress responses. The participants were 504 Spanish physiotherapy students (74% women), with a mean age of 21.06±3.74 years old, which answered the Difficulty Emotion Regulation Scale (DERS) and the Academic Stress Questionnaire (stressors scale [ECEA] and response scale [RCEA]). Based on Cluster analysis, three emotional regulation profiles were identified: students with high emotional regulation profile, students with low emotional regulation profile and students with low emotional regulation but high scores in emotional attention profile. The results indicated statistically significant differences between the emotional regulation profiles in stress appraisals and psychophysiological responses. Succinctly, students with high emotional regulation profile perceived academic environment as less threatening and showed lesser scores in stress responses. Students with low emotional regulation profile and low emotional regulation but high emotional attention profile showed similar scores, with the exception of sleep disorders. Briefly, physiotherapy students who had higher scores on emotional control and acceptance, perceived the academic setting in a more adaptive way and reported fewer stress responses.
Author Cabanach, Ramón González
Fernández Cervantes, Ramón
Souto-Gestal, Antonio
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Copyright 2017 European Journal of Education and Psychology
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Issue 2
Keywords Perfiles
Emotional regulation
Estresores
Estudiantes universitarios
University students
Profiles
Academic stress
Regulación emocional
Stressors
Estrés académico
Language Spanish
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Snippet El objetivo de este estudio es identificar los diferentes perfiles de regulación emocional presentes en una muestra de estudiantes universitarios y analizar si...
A study was designed with the aim of identifying different profiles of emotional regulation in a sample of university students, and analysing the differences...
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SubjectTerms Academic stress
Emotional regulation
Estresores
Estrés académico
Estudiantes universitarios
Perfiles
Profiles
Regulación emocional
Stressors
University students
Title Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia
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