Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities

Mercedes Cuevas López, Inmaculada Ávalos Ruiz and Emilio Jesús Lizarte Simón
Additional contact information
Mercedes Cuevas López: Department of Didactics and School Organization, Faculty of Education, Economics and Technology of Ceuta, University of Granada, 51001 Ceuta, Spain
Inmaculada Ávalos Ruiz: Department of Didactics and School Organization, Faculty of Education Sciences, University of Granada, 18010 Granada, Spain
Emilio Jesús Lizarte Simón: Department of Didactics and School Organization, Faculty of Education Sciences, University of Granada, 18010 Granada, Spain

Sustainability, 2021, vol. 13, issue 12, 1-15

Abstract: Studies focusing on strategies for the cognitive regulation of emotions are gaining importance due to the development and perpetuation of psychopathologies. The obligatory home confinement imposed in response to the COVID-19 pandemic has led to new virtual learning methodologies. Objective: Our objective aimed to analyze and compare the cognitive emotional regulation of students from universities on the Spanish mainland with that of students attending the Universidad de Las Palmas de Gran Canaria. Methods: An online Emotional Regulation Questionnaire was applied, together with a survey covering the students’ beliefs about the pandemic, including information about their housing conditions and beliefs about online learning. The study included a sample of 1030 university students. Results: On the mainland and at Las Palmas de Gran Canaria, the students most frequently used adaptive strategies. Three of the strategies were used in both groups but to different extents (Acceptance, Positive reappraisal, Putting into perspective), while the other strategies were used in both groups to the same extent (Refocusing on planning, Positive refocusing, Rumination, Blaming others, Catastrophizing, Self-blame). Meanwhile, the results were quite similar regarding the students’ housing conditions and beliefs about the pandemic and online learning.

Keywords: emotional cognitive regulation; emotion regulation; higher education; dropout; COVID-19 pandemic (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/12/6946/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/12/6946/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:12:p:6946-:d:578590

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().