Palavras-chave
teachers
emotional regulation
cognitive strategies
Como Citar
Resumo
O artigo examina as manifestações de estratégias cognitivas e de regulação emocional de professores. O estudo envolveu 64 professores que ensinam em diferentes faculdades e têm diferentes formações acadêmicas. Pesquisas mostram que a idade também altera as estratégias cognitivas e a autorregulação emocional. O uso de estratégias cognitivas ou supressão expressiva de emoções pelos professores está associado às suas diferentes qualidades. A relação entre auto-regulação adequada da emoção e estratégia cognitiva é mais significativa do que a supressão expressiva (p=0,001). A reavaliação cognitiva foi positivamente correlacionada com extroversão, amabilidade, abertura à experiência e estado de alerta, enquanto a supressão expressiva foi negativamente correlacionada com neuroticismo, extroversão e abertura à experiência. A reavaliação cognitiva correlaciona-se significativamente (p=0,5) com a inteligência emocional, incluindo a capacidade dos professores de gerir as suas próprias emoções. A abordagem do problema por esse lado, segundo os professores, não deve expressar abertamente suas emoções aos professores. Existe uma relação positiva significativa entre estratégias cognitivas e resiliência geral, atratividade, controle e risco de vida. (em p=0,01 e p=0,5). Na estratégia de supressão expressiva, as atitudes são tendenciosas.
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