Dificultades de Regulación Emocional en Estudiantes de Nivelación

Ivonne Nataly Moya-Lara

doi:10.70171/sktq6112

Authors

Ivonne Nataly Moya-Lara Universidad Nacional de Chimborazo Author https://orcid.org/0000-0003-4090-789X

DOI:

https://doi.org/10.70171/sktq6112

Keywords:

emotional regulation, academic stress, adjustment to university life

Abstract

Justification: the transition to university life represents a critical period filled with unique stressors such as academic pressure, financial independence, and adaptation to a competitive environment. These challenges highlight the importance of emotional regulation, defined as the ability to manage and respond appropriately to emotions. Objective: analyzing the relationship between difficulties in emotional regulation and demographic factors such as gender, age, and socioeconomic status among preparatory students at a public university in Manta, Ecuador. Methodology: Using a non-experimental, cross-sectional quantitative design, data were collected from a sample of 348 students through online questionnaires. The Difficulties in Emotion Regulation Scale (DERS) was used to measure emotional difficulties, showing high internal consistency (α = ,939). Results: The results showed high difficulty in emotion regulation among the participants, with elevated mean scores in subscales such as Non-Acceptance and Control. The analysis revealed that difficulties in emotion regulation are significantly associated with the investigated demographic factors, although specific details and differences vary. Conclusion: Difficulties in emotion regulation have a significant impact on the university experience, affecting both well-being and academic performance.

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