Estratégias de regulação emocional de futuros professores: uma revisão sistemática da literatura

Sofia  Pellisson; Evely Boruchovitch

doi:10.25053/redufor.v7i1.7152

Authors

Sofia Pellisson Universidade Estadual de Campinas https://orcid.org/0000-0001-7263-7690
Evely Boruchovitch Universidade Estadual de Campinas https://orcid.org/0000-0001-7597-6487

DOI:

https://doi.org/10.25053/redufor.v7i1.7152

Keywords:

Emotions, Teacher Education, Literature Review

Abstract

Emotion regulation strategies can be taught to students, contributing to improve achievement in the educational context. Therefore, it is important to identify whether students know and use strategies to regulate their emotions. Thus, the present study aimed to conduct a systematic review of the literature about research regarding emotion regulation strategies of college students, predominantly from teacher education courses. International and national articles published between 2015 to 2020 indexed in the APA, BVS-Psi, ERIC, SciELO, Science Direct, Scopus, and Redalyc databases were analyzed. After applying the inclusion criteria, five studies were selected. The results revealed that students report employing different strategies to regulate their emotions. The instruments employed in the research and the variables associated with the use of these strategies were also identified. It is noteworthy the need to expand the investigations about this theme, in the national context, considering a larger number of variables of interest

Downloads

Download data is not yet available.

Author Biographies

Sofia Pellisson, Universidade Estadual de Campinas

Psicóloga del Centro Universitario Salesiano de São Paulo, con especialización en Neuropsicología Aplicada a la Neurología Infantil de la Facultad de Ciencias Médicas de la Universidad Estatal de Campinas, estudiante de maestría en el Programa de Postgrado de la Facultad de Educación de la UNICAMP.

Evely Boruchovitch, Universidade Estadual de Campinas

D. in Education from the University of Southern California, Los Angeles, Professor at the Department of Educational Psychology, School of Education, State University of Campinas, CNPq 1B Productivity Fellow.

References

AKFIRAT, O. Investigation of relationship between psychological well-being, self esteem, perceived general self-efficacy, level of hope and cognitive emotion regulation strategies. European Journal of Education Studies, Bucharest, v. 7, n. 9, p. 286-306, 2020. DOI: http://dx.doi.org/10.46827/ejes.v7i9.3267.

ALHEBAISHI, S. M. Investigation of EFL student teachers’ emotional responses to affective situations during practicum. European Journal of Educational Research, Bucharest, v. 8, n. 4, p. 1201-1215, 2019. DOI: http://doi.org/10.12973/eu-jer.8.4.1201.

BZUNECK, J. A. Emoções acadêmicas, autorregulação e seu impacto sobre motivação e aprendizagem. Educação Temática Digital, Campinas, v. 20, n. 4, p. 1059-1075, 2018. DOI: https://doi.org/10.20396/etd.v20i4.8650251.

CAMILLO, J. G. H.; CUEVA, F. E. I.; VARGAS, I. M. Trabalho cooperativo e aprendizagem significativa em matemática em estudantes universitários de Lima. Educação & Formação, v. 5, n. 3, e3079, 2020. Disponível em: https://revistas.uece.br/index.php/redufor/article/view/3079. Acesso em: 19 out. 2021.

CANEDO, C. M. et al. Influencia de las estrategias cognitivas de regulación emocional en el bienestar subjetivo y psicológico en estudiantes universitarios. Liberabit, Lima, DF, v. 25, n. 1, p. 25-40, 2019. DOI: https://dx.doi.org/10.24265/liberabit.2019.v25n1.03.

CANETTIERI, M. K.; PARANAHYBA, J. C. B.; SANTOS, S. V. Habilidades socioemocionais: da BNCC às salas de aula. Educação & Formação, v. 6, n. 2, e4406, 2021. Disponível em: https://revistas.uece.br/index.php/redufor/article/view/4406. Acesso em: 19 out. 2021.

CHEN, J. Understanding teacher emotions: the development of a teacher emotion inventory. Teaching and Teacher Education, London, v. 55, p. 68-77, 2016. DOI: http://dx.doi.org/10.1016/j.tate.2016.01.001.

COATS, A. H.; BLANCHARD-FIELDS, F. Emotion regulation in interpersonal problems: the role of cognitive-emotional complexity, emotion regulation goals, and expressivity. Psychology and Aging, Washington, DC, v. 23, n. 1, p. 39-51, 2008. DOI: https://doi.org/10.1037/0882-7974.23.1.39.

CRUVINEL, M.; BORUCHOVITCH, E. Como promover a autorregulação emocional de crianças e adolescentes no contexto educacional. In: BORUCHOVITCH, E.; GOMES, M. A. M. (Org.). Aprendizagem autorregulada: Como promovê-la no contexto educativo?. Petrópolis: Vozes, 2019. p. 96-121.

DEMBO, M. H. Learning to teach is not enough – future teachers also need to learn to learn. Teacher Education Quaterly, San Francisco, v. 28, n. 4, p. 23-35, 2001. Disponível em: https://eric.ed.gov/?id=eJ636319. Acesso em: 19 jul. 2021.

ELDESOUKY, L.; ENGLISH, T. Regulating for a reason: emotion regulation goals are linked to spontaneous strategy use. Journal of Personality, Farmington, v. 87, p. 948-961, 2019. DOI: https://doi.org/10.1111/jopy.12447.

ELDESOUKY, L.; GROSS, J. Emotion regulation goals: an individual difference perspective. Social and Personality Psychology Compass, [S.l.], e12493, 2019. DOI: https://doi.org/10.1111/spc3.12493.

FLAVELL, J. H.; MILLER, P. H.; MILLER, S. A. Desenvolvimento cognitivo. 3. ed. Porto Alegre: Artes Médicas, 1999.

FRENZEL, A. C. et al. Emotion transmission in the classroom revisited: a reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology, Washington, DC, v. 110, n. 5, p. 628-639, 2018. DOI: http://dx.doi.org/10.1037/edu0000228.

GARNEFSKI, N.; KRAAIJ, V.; SPINHOVEN, P. Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, [S.l.], v. 30, p. 1311-1327, 2001. DOI: https://doi.org/10.1016/S0191-8869(00)00113-6.

GROSS, J. J. Emotion regulation: current status and future prospects. Psychological Inquiry, [S.l.], v. 26, n. 1, p. 1-26, 2015. DOI: https://doi.org/10.1080/1047840X.2014.940781.

GROSS, J. J. The emerging field of emotion regulation: an integrative view. Review of General Psychology, Washington, DC, v. 2, n. 3, p. 271-299, 1998. DOI: https://doi.org/10.1037/1089-2680.2.3.271.

GROSS, J. J.; JOHN, O. P. Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, Washington, DC, v. 85, n. 2, p. 348-362, 2003. DOI: https://doi.org/10.1037/0022-3514.85.2.348.

HAINES, S. J. et al. The wisdom to know the difference: strategy-situation fit in emotion regulation in daily life is associated with well-being. Psychological Science, [S.l.], v. 27, n. 12, p. 1651-1659, 2016. Disponível em: https://journals.sagepub.com/doi/10.1177/0956797616669086. Acesso em: 28 jul. 2021.

HARLEY, J. M. et al. Emotion regulation in achievement situations: an integrated model. Educational Psychologist, [S.l.], v. 54, n. 2, p. 106-126, 2019. DOI: https://doi.org/10.1080/00461520.2019.1587297.

LASA-ARISTU, A. et al. Profiles of cognitive emotion regulation and their association with emotional traits. Clínica y Salud, Madrid, v. 30, p. 33-39, 2019. DOI: https://doi.org/10.5093/clysa2019a6.

LAVY, S.; ESHET, R. Spiral effects of teachers’ emotions and emotion regulation strategies: evidence from a daily diary study. Teaching and Teacher Education, London, v. 73, p. 151-161, 2018. DOI: https://doi.org/10.1016/j.tate.2018.04.001.

MACÍAS GARCÍA, D. M.; GONZÁLES LÓPEZ, I. G.; ESLAVA-SUANES, M. D. O futebol como estratégia para o desenvolvimento da inteligência emocional do alunado de educação primária: uma experiência didática. Educação & Formação, v. 3, n. 8, p. 17-36, 2018. Disponível em: https://revistas.uece.br/index.php/redufor/article/view/268. Acesso em: 19 out. 2021.

MCRAE, K.; GROSS, J. J. Emotion regulation. Emotion, Washington, DC, v. 20, n. 1, p. 1-9, 2020. DOI: https://doi.apa.org/fulltext/2020-03346-001.html.

MOHER, D. et al. Preferred reporting items for systematic reviews and meta-analyses: the Prisma statement. International Journal of Surgery, v. 8, p. 336-341, 2010. Disponível em: https://www.sciencedirect.com/science/article/pii/s1743919110000403?via%3dihub. Acesso em: 12 jul. 2021.

PEKRUN, R. Emotions and learning: educational practices series-24. UNESCO International Bureau of Education, 2014. Disponível em: https://www.iaoed.org/downloads/edu-practices_24_eng.pdf. Acesso em: 19 jul. 2021.

PEKRUN, R. The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, [S.l.], v. 18, n. 4, p. 315-341, 2006. DOI: https://doi.org/10.1007/s10648-006-9029-9.

PEKRUN, R. et al. Measuring emotions instudents’ learning and performance: the Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, [S.l.], v. 36, p. 36-48, 2011. DOI: https://doi.org/10.1016/j.cedpsych.2010.10.002.

PEKRUN, R.; LINNENBRINK-GARCIA, L. (Ed.). International handbook of emotions in education. London: Routledge, 2014.

SCHLESIER, J.; RODEN, I.; MOSCHNER, B. Emotion regulation in primary school children: a systematic review. Children and Youth Services Review, [S.l.], v. 100, p. 239-257, 2019. DOI: https://doi.org/10.1016/j.childyouth.2019.02.044.

STUPNISKY, R. H.; HALL, N. C.; PEKRUN, R. The emotions of pretenure faculty: implications for teaching and research success. The Review of Higher Education, [S.l.], v. 42, n. 4, p. 1489-1526, 2019. DOI: https://doi.org/10.1353/rhe.2019.0073.

TAXER, J. L.; FRENZEL, A. C. Facets of teachers’ emotional lives: a quantitative investigation of teachers’ genuine, faked, and hidden emotions. Teaching and Teacher Education, London, v. 49, p. 78-88, 2015. DOI: https://doi.org/10.1016/j.tate.2015.03.003.

TAXER, J. L.; GROSS, J. J. Emotion regulation in teachers: the “why” and “how”. Teaching and Teacher Education, London, v. 74, p. 180-189, 2018. DOI: https://doi.org/10.1016/j.tate.2018.05.008.

THOMPSON, N. M. et al. Empathy and emotion regulation: an integrative account. Emotion and Cognition: Progress in Brain Research, London, v. 247, p. 273-304, 2019. DOI: https://doi.org/10.1016/bs.pbr.2019.03.024. Acesso em: 23 jul. 2021.

ULLOA, M.; EVANS, I.; JONES, L. The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: an experimental study. Escritos de Psicologia, Málaga, v. 9, n. 1, 1-14, 2016. DOI: https://doi.org/10.5231/psy.writ.2015.1711.

VALLY, Z.; AHMED, K. Emotion regulation strategies and psychological wellbeing: examining cognitive reappraisal and expressive suppression in an Emirati college sample. Neurology. Psychiatry and Brain Research, [S.l.], v. 38, p. 27-32, 2020. DOI: https://doi.org/10.1016/j.npbr.2020.09.001.

ZIMMERMAN, B. J. Becoming a self-regulated learner: which are the key subprocesses?. Contemporary Educational Psychology, [S.l.], v. 11, p. 307-313, 1986. DOI: https://doi.org/10.1016/0361-476X(86)90027-5.

ZIMMERMAN, B. J. Becoming a self-regulated learner: an overview. Theory into Practice, [S.l.], v. 41, n. 2, p. 64-72, 2002. DOI: https://doi.org/10.1207/s15430421tip4102_2.

ZIMMERMAN, B. J. Self-Regulated learning: theories, measures, and outcomes. International Encyclopedia of the Social & Behavioral Sciences, [S.l.], v. 21, p. 541-546, 2015. DOI: https://doi.org/10.1016/B978-0-08-097086-8.26060-1.