Effective Personality and Emotional Intelligence as Predictors of Emotion Regulation in Undergraduates
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| Autores: | , , , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2026 |
| Descrição: | Objective. This study aimed to determine at which measure factors of effective personality (self-esteem, academic self-achievement, social self-achievement and problem-solving self-efficacy), and those of perceived emotional intelligence (emotional attention, clarity and repair) predict dimensions of emotion regulation (cognitive reappraisal and expressive suppression). Method. Participants were 202 undergraduates from Lima, Peru (female = 79.7%), aged 18-35, who completed the Effective Personality Questionnaire, the Trait Meta-Mood Scale 24 and the Emotion Regulation Questionnaire. Results. The models of regression for each factor of emotion regulation were statistically significant, and their effect sizes were moderate and low for cognitive reappraisal and expressive suppression, respectively. Emotional repair positively predicted cognitive reappraisal (β = .53, p < .001) and expressive suppression (β = .28, p < .001); whereas self-esteem (β = -.19, p < .01), social self-achievement (β = -.29, p < .001) and emotion attention (β = -.30, p < .001) negatively predicted expressive suppression. Results indicate that expressive suppression could be working for, among other, purposes such as avoiding emotional experience and social rejection situations, and that emotion repair comprises facets both of cognitive reappraisal and of expressive suppression. |
| País: | Portal de Revistas UCR |
| Recursos: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Idioma: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/6518 |
| Acesso em linha: | https://revistas.ucr.ac.cr/index.php/ap/article/view/6518 |
| Palavra-chave: | Self-esteem self-efficacy emotional intelligence emotion regulation undergraduate students autoestima autoeficacia inteligencia emocional regulación emocional estudiantes universitarios |