<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352024000300105</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2024v62n73id36552</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As estratégias de regulação emocional de estudantes de licenciatura: relações com variáveis demográficas e de vida acadêmica]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de regulación emocional de estudiantes de licenciatura: relaciones con variables demográficas y de la vida académica]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional regulation strategies of teacher education students: relationships with demographic and academic life variables]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pellisson]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>62</volume>
<numero>73</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352024000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352024000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352024000300105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A regulação emocional refere-se ao monitoramento e à modificação das emoções e é essencial para o processo de aprendizagem. O objetivo do presente artigo foi identificar as estratégias de regulação emocional de 295 estudantes de licenciaturas e investigar as relações dessas estratégias com as variáveis demográficas (gênero e idade) e de vida acadêmica dos participantes (curso, turno e semestre). Buscou-se ainda examinar quais características da amostra seriam preditoras do relato de uso das estratégias. Os dados foram coletados utilizando um questionário de caracterização e uma escala de estratégias de regulação emocional. Diferentes estratégias foram reportadas, como externalização e isolamento. Emergiram diferenças estatisticamente significativas entre as estratégias relatadas e as variáveis de interesse. O gênero, a área de conhecimento e o semestre foram preditores do relato de algumas estratégias para regular a tristeza, a raiva e a alegria. Espera-se que os resultados contribuam com ações formativas para o aprimoramento da regulação emocional de professores em formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La regulación emocional se refiere a la monitorización y modificación de las emociones y es esencial para el proceso de aprendizaje. El objetivo de este artículo fue identificar las estrategias de regulación emocional de 295 estudiantes de licenciaturas e investigar las relaciones entre estas estrategias y las variables demográficas (género y edad) y de vida académica de los participantes (curso, turno y semestre). También se buscó examinar qué características de la muestra serían predictoras del uso informado de estrategias. Los datos se recogieron mediante un cuestionario de caracterización y una escala de estrategias de regulación emocional. Se han reportado diferentes estrategias, como la externalización y el aislamiento. Surgieron diferencias estadísticamente significativas entre las estrategias reportadas y las variables de interés. El género, el área de conocimiento y el semestre fueron predictores del reporte de algunas estrategias para regular la tristeza, la ira y la alegría. Se espera que os resultados contribuyan a acciones formativas para mejorar la regulación emocional de los docentes en formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Emotion regulation refers to monitoring and modification of emotions and is essential to the learning process. The aim of this article was to identify the emotional regulation strategies of 295 teacher education students and to investigate the relationship between these strategies and demographic variables (gender and age) and academic life of participants (course, time of course and semester). We also sought to examine which sample characteristics would be predictive of the reported use of these strategies. Data was collected using a characterization questionnaire and an emotion regulation strategies scale. Participants reported different strategies to regulate their emotions, such as externalization and isolation. Statistically significant differences emerged among reported emotion regulation strategies and variables of interest. Gender, area of knowledge and semester were predictors of the report of some strategies to regulate sadness, anger, and joy. It is expected that the results contribute to formative actions to improve emotional regulation of preservice teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Regulação da emoção]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de regulação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="es"><![CDATA[Regulación de las emociones]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de regulación]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="en"><![CDATA[Regulation of emotion]]></kwd>
<kwd lng="en"><![CDATA[Regulation strategies]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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