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

Author

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  • 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)

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.

Suggested Citation

  • Mercedes Cuevas López & Inmaculada Ávalos Ruiz & Emilio Jesús Lizarte Simón, 2021. "Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities," Sustainability, MDPI, vol. 13(12), pages 1-15, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:12:p:6946-:d:578590
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    References listed on IDEAS

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    1. Isabel del Arco & Patricia Silva & Oscar Flores, 2021. "University Teaching in Times of Confinement: The Light and Shadows of Compulsory Online Learning," Sustainability, MDPI, vol. 13(1), pages 1-16, January.
    2. Brodie, Roderick J. & Ilic, Ana & Juric, Biljana & Hollebeek, Linda, 2013. "Consumer engagement in a virtual brand community: An exploratory analysis," Journal of Business Research, Elsevier, vol. 66(1), pages 105-114.
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    Cited by:

    1. Mihaela Rus & Mihaela Luminita Sandu & Alisa Ancuta Dodu & Adela Marinela Filipov, 2022. "Cognitive-emotional coping mechanisms accessed by students in the current pandemic context," Technium Social Sciences Journal, Technium Science, vol. 35(1), pages 394-404, September.

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