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Emotion Regulation Strategies in Educational, Work and Sport Contexts: An Approach in Five Countries

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  • Silvia Cristina Da Costa Dutra

    (Psychology and Sociology Department, Faculty of Social and Human Sciences, University of Zaragoza, Teruel Campus, 44003 Teruel, Spain)

  • Xavier Oriol Granado

    (Psychology Department, Faculty of Education and Psychology, University of Girona, 17004 Catalonia, Spain)

  • Darío Paéz-Rovira

    (Faculty of Education and Social Sciences, University Andres Bello, Santiago 7590924, Chile)

  • Virginia Díaz

    (Social Psychology Department, Faculty of Psychology, University of the Basque Country, 20018 Donostia/San Sebastian, Spain)

  • Claudia Carrasco-Dajer

    (Department of Nursing Sciences, Faculty of Medicine, Catholic University of the Most Holy Conception, Concepción 4990541, Chile)

  • Alicia Izquierdo

    (Psychology and Sociology Department, Faculty of Social and Human Sciences, University of Zaragoza, Teruel Campus, 44003 Teruel, Spain)

Abstract

One of the greatest challenges in the domain of emotional regulation is comprehending the functionality of strategies and their utilization in various social contexts. In this sense, this study analyzes differences in the use and efficacy of regulation strategies, particularly of interpersonal strategies like altruism, social support, negotiation, mediation, regulation, and rituals, in samples of workers ( N = 687) and students ( N = 959) from Brazil, Chile, Cuba, Spain, and Uruguay, and athletes ( N =144) from Spain. Participants answered questions pertaining to measures of affect or emotional regulation (MARS and ERQ self-regulation scales and EROS heteroregulation), as well as questions of a wellbeing scale (PHI) and questions related to emotional creativity (ECI), humor styles (HSQ), and adjustment to stress. Athletes reported less emotional discharge, use of humor, and affection, and greater confrontation and use of rituals than students and workers. A congruent relationship was found between the use of functional strategies (like direct coping, distraction, reevaluation, and active physiological regulation) and adjustment to stress, well-being, and creativity. Seeking social support, negotiation, and, to an extent, altruism, confirmed their predicted adaptive character. Mediation and delegation did not confirm their predicted adaptive character. Rumination, social comparison, rituals, confrontation, and suppression were maladaptive for workers and students, but the first four strategies were functional for athletes, who display a higher self-control and a more team-oriented and competitive emotional culture. Finally, the results show that adaptive regulation strategies mediate the relationship between well-being and adjustment to stress.

Suggested Citation

  • Silvia Cristina Da Costa Dutra & Xavier Oriol Granado & Darío Paéz-Rovira & Virginia Díaz & Claudia Carrasco-Dajer & Alicia Izquierdo, 2023. "Emotion Regulation Strategies in Educational, Work and Sport Contexts: An Approach in Five Countries," IJERPH, MDPI, vol. 20(19), pages 1-24, September.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:19:p:6865-:d:1251351
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    References listed on IDEAS

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    1. S. Balzarotti & F. Biassoni & D. Villani & A. Prunas & P. Velotti, 2016. "Individual Differences in Cognitive Emotion Regulation: Implications for Subjective and Psychological Well-Being," Journal of Happiness Studies, Springer, vol. 17(1), pages 125-143, February.
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    Cited by:

    1. Jusun Jang & Wi-Young So & Namki Cho & Minhye Shin, 2024. "The Hierarchy of Sustainable Sports Coaching Competencies in Korea," Sustainability, MDPI, vol. 16(2), pages 1-14, January.

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