The emotional regulation strategies of basic education students of a public school

• Grant number: 19/01542-8
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: June 01, 2019
• End date: May 31, 2020
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Evely Boruchovitch
• Grantee: Carolina Serracchiani Ananias
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

Self-regulated learning is a multidimensional construct very relevant to Educational Psychology nowadays Its includes the active effort of the learner as well as its responsibility to take an active role on his or her learning. It also conceive learning as an interdependence of cognitive, metacognitive, motivational, affective, and social factors. The self-regulation of emotions is a component of paramount importance for self-regulated learning. Evidence shows that students who know and regulate their emotions in the educational context tend to have a better school performance. In this sense the objectives of the present study is to identify basic education students emotional regulation strategies in relation to age, school grade level, sex and school performance.