Regulación Emocional en Estudiantes que Ingresan a la Universidad en Ecuador

Juan Carlos Bernal-Reino; Eliana Tamara Toro-Loor; María Sofía Giler-Sánchez; María Aidee Giler-Sánchez

doi:10.70171/fb14zp40

Authors

Juan Carlos Bernal-Reino University of Cuenca Author https://orcid.org/0000-0002-1963-0518
Eliana Tamara Toro-Loor Pontificia Universidad Católica del Ecuador Sede Manabí Author https://orcid.org/0009-0002-1495-4270
María Sofía Giler-Sánchez Universidad Laica Eloy Alfaro de Manabí Author https://orcid.org/0009-0007-3876-3117
María Aidee Giler-Sánchez Independiente Author https://orcid.org/0000-0003-2377-4722

DOI:

https://doi.org/10.70171/fb14zp40

Keywords:

coping, emotions, psychological well-being, student mental health

Abstract

Justification: Although emotional regulation has been widely studied in university populations, the available evidence mainly comes from sociocultural contexts different from Latin America and has focused on students enrolled in advanced stages of higher education, with less information available about those beginning the transition to higher education in the Ecuadorian context. Objective: Therefore, this study evaluated the level of emotional regulation among first-year university students at a public university in Ecuador. Methodology: A quantitative, non-experimental, descriptive-comparative, and cross-sectional study was conducted. A total of 368 students selected through simple random probability sampling participated, and the Difficulties in Emotion Regulation Scale (DERS) was administered. Results: Students presented moderate difficulties with a tendency toward high levels of difficulty in emotional regulation. The greatest difficulties were observed in maintaining goal-directed behaviors during negative emotional experiences, while emotional clarity, emotional awareness, acceptance of emotions, impulse control, and access to regulation strategies showed moderate levels of difficulty. No statistically significant differences were found according to gender. Conclusion: It was concluded that first-year university students experience difficulties in emotional regulation during the transition to higher education, providing evidence regarding the emotional conditions present at this stage within the Ecuadorian context.

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