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Academic emotions and regulation strategies: Interaction with higher education dropout ideation

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dc.contributor.authorEnguídanos, Daniel
dc.contributor.authorSánchez-San-José, Irene
dc.contributor.authorAróztegui Vélez, Javier
dc.contributor.authorIglesias Soilán, Manuel
dc.contributor.authorSánchez Fernández, Juan Óliver
dc.contributor.editorMDPI
dc.date.accessioned2024-04-23T11:57:39Z
dc.date.available2024-04-23T11:57:39Z
dc.date.issued2023
dc.descriptionResearch was funded by the Complutense University of Madrid’s Student’s Observatory, project number 48. • Referencias bibliográficas • Ribeiro Í.J.S. Pereira R. Freire I.V. De Oliveira B.G. Casotti C.A. Boery E.N. Stress and Quality of Life Among University Students: A Systematic Literature Review Health Prof. Educ. 2018 4 70 77 10.1016/j.hpe.2017.03.002 • Faas C. Benson M.J. Kaestle C.E. Savla J. Socioeconomic Success and Mental Health Profiles of Young Adults Who Drop out of College J. Youth Stud. 2018 21 669 686 10.1080/13676261.2017.1406598 • European Commission Directorate General for Education, Youth, Sport and Culture Education and Training Monitor 2022: Comparative Report Publications Office Luxembourg 2022 978-92-76-54156-1 • OECD Education at a Glance 2022: OECD Indicators Education at a Glance OECD Paris, France 2022 978-92-64-34164-7 • Bynner J. Dolton P. Feinstein L. Makepeace G. Malmberg L. Woods L. 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dc.description.abstract(1) Introduction: This article addresses the relationship between students’ emotional experiences—mediated by their regulation strategies—and their intention of dropping out. (2) Materials and Methods: An ad hoc questionnaire was designed based on Pekrun’s Control-Value Theory of Achievement Emotions focusing on three different settings (study, classroom, and exam). Data were collected from 2183 university students. Descriptive, frequency, and correlation analysis were conducted. Also, linear regression analyses and scatter plots were performed. A comparative regression analysis was used with the aim of facilitating the understanding of the mediating effect of emotional regulation strategies. (3) Results: Academic emotions were found to have a significant impact on dropout ideation. The effects of emotional regulation strategies as significant moderators in this relationship were observed, exhibiting variations depending on the context. (4) Discussion: Dropout ideation escalates in the presence of elevated levels of unpleasant emotions and diminished levels of pleasant emotions. The utility of possessing effective emotional regulation strategies becomes evident in mitigating dropout ideation during emotionally challenging academic situations.
dc.description.departmentDepto. de Investigación y Psicología en Educación
dc.description.facultyFac. de Educación
dc.description.facultyFac. de Psicología
dc.description.fundingtypeAPC financiada por la UCM
dc.description.refereedTRUE
dc.description.sponsorshipUniversidad Complutense de Madrid
dc.description.statuspub
dc.identifier.citationEnguídanos, D., Aroztegui, J., Iglesias-Soilán, M., Sánchez-San-José, I., & Fernández, J. (2023). Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation. Education Sciences, 13(11). https://doi.org/10.3390/EDUCSCI13111152
dc.identifier.doi10.3390/educsci13111152
dc.identifier.essn2227-7102
dc.identifier.officialurlhttps://doi.org/10.3390/educsci13111152
dc.identifier.relatedurlhttps://produccioncientifica.ucm.es/documentos/657f1aed3ea324404509c564
dc.identifier.relatedurlhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85178262342&origin=resultslist
dc.identifier.relatedurlhttps://scholar.google.com/scholar_lookup?title=Academic+Emotions+and+Regulation+Strategies%3A+Interaction+with+Higher+Education+Dropout+Ideation&author=Engu%C3%ADdanos%2C+D.&author=Aroztegui%2C+J.&author=Iglesias-Soil%C3%A1n%2C+M.&author=S%C3%A1nchez-San-Jos%C3%A9%2C+I.&author=Fern%C3%A1ndez%2C+J.&publication_year=2023&journal=Education+Sciences&volume=13&issue=11&doi=10.3390/EDUCSCI13111152&issn=2227-7102&hl=es
dc.identifier.relatedurlhttps://www.mdpi.com/2227-7102/13/11/1152
dc.identifier.urihttps://hdl.handle.net/20.500.14352/103378
dc.issue.number11
dc.journal.titleEducation Sciences
dc.language.isoeng
dc.page.initial1152
dc.publisherMultidisciplinary Digital Publishing Institute MDPI
dc.rightsAttribution-NonCommercial 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subject.cdu37.091.212.8
dc.subject.cdu378
dc.subject.cdu159.942
dc.subject.cdu37.015.3
dc.subject.keywordAcademic emotions
dc.subject.keywordUniversity
dc.subject.keywordDropout
dc.subject.keywordEmotional regulation strategies
dc.subject.keywordEmociones academicas
dc.subject.keywordUniversidad
dc.subject.keywordAbandono de estudios superiores
dc.subject.ucmMétodos de investigación en educación
dc.subject.ucmEnseñanza universitaria
dc.subject.ucmPsicología de la educación (Educación)
dc.subject.ucmEmoción y agresividad
dc.subject.unesco5602 Teoría y Métodos Generales
dc.subject.unesco6104 Psicopedagogía
dc.titleAcademic emotions and regulation strategies: Interaction with higher education dropout ideation
dc.typejournal article
dc.type.hasVersionVoR
dc.volume.number13
dspace.entity.typePublication
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