Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students
Descripción del Articulo
Entering university represents a period of profound change that requires a process of personal, academic, social, and institutional adaptation. In this context, emotion regulation (ER) plays a central role in coping with new demands, and difficulties in this domain have been associated with less fav...
| Autores: | , , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2026 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/2125 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/2125 |
| Nivel de acceso: | acceso abierto |
| Materia: | Emotions College adjustment University students First year Emotional dysregulation Emociones Adaptación universitaria Estudiantes universitarios Primer año Desregulación emocional |
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Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students Influencia de las dificultades en la regulación emocional sobre la adaptación a la vida universitaria en estudiantes ingresantes |
| title |
Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students |
| spellingShingle |
Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students Arias, Camila Belén Emotions College adjustment University students First year Emotional dysregulation Emociones Adaptación universitaria Estudiantes universitarios Primer año Desregulación emocional |
| title_short |
Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students |
| title_full |
Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students |
| title_fullStr |
Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students |
| title_full_unstemmed |
Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students |
| title_sort |
Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year Students |
| dc.creator.none.fl_str_mv |
Arias, Camila Belén del Valle, Macarena Verónica Zamora, Eliana Vanesa Gelpi Trudo, Rosario Urquijo, Sebastián |
| author |
Arias, Camila Belén |
| author_facet |
Arias, Camila Belén del Valle, Macarena Verónica Zamora, Eliana Vanesa Gelpi Trudo, Rosario Urquijo, Sebastián |
| author_role |
author |
| author2 |
del Valle, Macarena Verónica Zamora, Eliana Vanesa Gelpi Trudo, Rosario Urquijo, Sebastián |
| author2_role |
author author author author |
| dc.subject.none.fl_str_mv |
Emotions College adjustment University students First year Emotional dysregulation Emociones Adaptación universitaria Estudiantes universitarios Primer año Desregulación emocional |
| topic |
Emotions College adjustment University students First year Emotional dysregulation Emociones Adaptación universitaria Estudiantes universitarios Primer año Desregulación emocional |
| description |
Entering university represents a period of profound change that requires a process of personal, academic, social, and institutional adaptation. In this context, emotion regulation (ER) plays a central role in coping with new demands, and difficulties in this domain have been associated with less favorable adjustment to the university environment. The aim of this study was to analyze the influence of ER difficulties on adaptation to university life among first-year students enrolled in the Faculty of Psychology at a public university in Argentina. A non-experimental, cross-sectional, predictive design was used. The sample consisted of 208 regular students (i.e., formally enrolled first-year students actively attending courses), who completed the Difficulties in Emotion Regulation Scale (DERS) and the Student Adaptation to College Questionnaire (SACQ-PE). The results showed that, with the exception of social adaptation, which was only associated with limited access to ER strategies, the remaining dimensions of adaptation exhibited inverse relationships with all ER difficulties. Furthermore, lack of emotional clarity, limited access to emotion regulation strategies, and difficulties in engaging in goal-directed behavior emerged as significant predictors of university adjustment, with differential effects depending on the adaptation dimension considered. In conclusion, these findings highlight the relevance of emotional processes during the university transition and underscore the need to design interventions aimed at strengthening ER skills in first-year students. |
| publishDate |
2026 |
| dc.date.none.fl_str_mv |
2026-02-13 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/2125 10.20511/pyr2025.v13.2125 |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/2125 |
| identifier_str_mv |
10.20511/pyr2025.v13.2125 |
| dc.language.none.fl_str_mv |
spa eng |
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spa eng |
| dc.relation.none.fl_str_mv |
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Alfabetización académica y emocional. Aproximaciones a partir de alumnos ingresantes de la universidad. Contextos de Educación, (16), 50-59. /*ref*/del-Valle, M. V., Zamora, E. V., Andrés, M. L., Irurtia Muñiz, M. J., & Urquijo, S. (2020). Dificultades de regulación emocional e intolerancia a la incertidumbre en estudiantes universitarios. Quaderns de Psicologia, 22(2), e1594. https://doi.org/10.5565/rev/qpsicologia.1594 /*ref*/del-Valle, M. V., Zamora, E. V., Grave, L., Merlo, E., Maidana, J., & Urquijo, S. (2021). El rol de las estrategias cognitivas de regulación emocional en la depresión: Estudio en población universitaria. Revista Científica de Psicología Eureka, 18(1), 7-25. https://ojs.psicoeureka.com.py/index.php/eureka/article/view/46 /*ref*/Doberti, J., Levy, M., & Gabay, G. (2020). El presupuesto universitario en la Argentina: ¿cuánto, cómo, dónde y a quiénes? Cuadernos Del INAP (CUINAP), 1(7). https://www.argentina.gob.ar/sites/default/files/cuinap_7_2020.pdf /*ref*/Dominguez-Lara S., Prada-Chapoñan, R. & Gravini-Donado, M. (2021). Estructura interna del Student Adaptation College Questionnaire (SACQ) en universitarios de primer año. Educación Médica, 22(5), 335-345. https://doi.org/10.1016/j.edumed.2019.06.004 /*ref*/Dominguez-Lara, S. & Prada-Chapoñan, R. E. (2020). Adaptación universitaria en estudiantes peruanos de ciencias de la salud. Diferencias por sexo y grupo etario. Archivos de Medicina, 20(2), 410-418. https://doi.org/10.30554/archmed.20.2.3754 /*ref*/Escorza, P. B., Duarte, F. R., Pastén, M. J., Vega, K. V., & Henríquez, M. S. M. (2020). Regulación emocional, atención plena y bienestar psicológico en estudiantes universitarios de primer año. Revista Científica de Psicología Eureka, 17(1), 22-37. https://ojs.psicoeureka.com.py/index.php/eureka/article/view/109/112 /*ref*/Estremadoiro-Parada, B., & Schulmeyer, M. (2021). Procrastinación académica en estudiantes universitarios. Aportes de la comunicación y la cultura, 1(30), 51-65. https://ojs.upsa.edu.bo/index.php/aportes/article/view/17/17 /*ref*/George, D. & Mallery, P. (2016). IBM SPSS Statistics 23 Step by Step: A simple guide and reference. Routledge. https://doi.org/10.4324/9781315545899 /*ref*/Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54. https://doi.org/10.1007/s10862-008-9102-4 /*ref*/Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. En J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed.) (pp. 3-20). Guilford Press. /*ref*/Gross, J. J. (2015). Emotion regulation: Current status and future prospects. 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The social costs of emotional suppression: a prospective study of the transition to college. Journal of personality and social psychology, 96(4), 883-897. https://doi.org/10.1037/a0014755. /*ref*/Usán-Supervía, P., Quílez-Robres, A. (2021). Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students. Int. J. Environ. Res. Public Health, 18, 5715. https://doi.org/10.3390/ijerph18115715 /*ref*/Van-Doren, N., Shields, S. A., & Soto, J. A. (2021). Emotion regulation training in a first-year experience course: A qualitative analysis of students’ experiences. Journal of College Student Psychotherapy, 35(4), 377-392. https://doi.org/10.1080/87568225.2020.1740067 /*ref*/Velotti, P., Bruno, S., Rogier, G., Zobel, S. B., Vacchino, M., Garofalo, C., & Kosson, D. S. (2024). Psychopathy and Impairments in Emotion Regulation: A systematic review and Meta-analysis. Clinical Psychology Review, 113, 102482. https://doi.org/10.1016/j.cpr.2024.102482 /*ref*/Wedyaswari, M., Syamila, M., & Widowati, D. R. (2020). EXPO: self-development training program to introduce emotional competence for first-year psychology students. Asia Pacific Higher Education Research Journal (APHERJ), 7(2). https://doi.org/10.56278/apherj.v7i2.1663 /*ref*/Westphal, M., Seivert N. H., & Bonanno, G. A. (2010). Expressive flexibility. Emotion, 10(1), 92-100. https://doi.org/10.1037/a0018420 /*ref*/World Medical Association. (2013). Declaration of Helsinki-Ethical principles for medical research involving human subjects. https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethicalprinciples-for-medical-research-involving-human-subjects/ |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones; ##issue.vol## 13 (2025): Enero - Diciembre; e2125 Propósitos y Representaciones; Vol. 13 (2025): Enero - Diciembre; e2125 Propósitos y Representaciones. Journal of Educational Psychology; Vol. 13 (2025): January - December; e2125 2310-4635 2307-7999 10.20511/pyr2025.v13 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
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Influence of Emotion Regulation Difficulties on Adaptation to University Life in First-Year StudentsInfluencia de las dificultades en la regulación emocional sobre la adaptación a la vida universitaria en estudiantes ingresantesArias, Camila Beléndel Valle, Macarena VerónicaZamora, Eliana VanesaGelpi Trudo, RosarioUrquijo, SebastiánEmotionsCollege adjustmentUniversity studentsFirst yearEmotional dysregulationEmocionesAdaptación universitariaEstudiantes universitariosPrimer añoDesregulación emocionalEntering university represents a period of profound change that requires a process of personal, academic, social, and institutional adaptation. In this context, emotion regulation (ER) plays a central role in coping with new demands, and difficulties in this domain have been associated with less favorable adjustment to the university environment. The aim of this study was to analyze the influence of ER difficulties on adaptation to university life among first-year students enrolled in the Faculty of Psychology at a public university in Argentina. A non-experimental, cross-sectional, predictive design was used. The sample consisted of 208 regular students (i.e., formally enrolled first-year students actively attending courses), who completed the Difficulties in Emotion Regulation Scale (DERS) and the Student Adaptation to College Questionnaire (SACQ-PE). The results showed that, with the exception of social adaptation, which was only associated with limited access to ER strategies, the remaining dimensions of adaptation exhibited inverse relationships with all ER difficulties. Furthermore, lack of emotional clarity, limited access to emotion regulation strategies, and difficulties in engaging in goal-directed behavior emerged as significant predictors of university adjustment, with differential effects depending on the adaptation dimension considered. In conclusion, these findings highlight the relevance of emotional processes during the university transition and underscore the need to design interventions aimed at strengthening ER skills in first-year students.El ingreso a la universidad constituye un período de profundos cambios que exige un proceso de adaptación personal, académica, social e institucional. En ese contexto, la regulación emocional (RE) desempeña un rol central en el afrontamiento de las nuevas demandas, y sus dificultades se han asociado con un ajuste menos favorable al entorno universitario. El objetivo de este estudio fue analizar la influencia de las dificultades de RE sobre la adaptación a la vida universitaria en estudiantes ingresantes a la Facultad de Psicología de una universidad pública argentina. Se utilizó un diseño no experimental, de tipo transversal y predictivo. Participaron 208 estudiantes regulares (inscriptos activos y cursando asignaturas correspondientes al primer año de la carrera), a quienes se les administró la Escala de Dificultades en la Regulación Emocional (DERS) y el cuestionario de Adaptación a la Vida Universitaria (SACQ-PE). Los resultados mostraron que, a excepción de la adaptación social, que sólo se asoció a la falta de acceso a estrategias de RE, las dimensiones restantes presentaron relaciones inversas con la totalidad de dificultades de RE. Además, la falta de claridad, el acceso limitado a estrategias de regulación emocional y la dificultad para orientar el comportamiento a metas fueron predictores del ajuste universitario, con efectos diferenciales según la dimensión de adaptación considerada. En conclusión, los hallazgos subrayan la relevancia de los procesos emocionales en la transición universitaria e indican la necesidad de diseñar intervenciones que fortalezcan las habilidades de RE en ingresantes.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2026-02-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.usil.edu.pe/index.php/pyr/article/view/212510.20511/pyr2025.v13.2125Propósitos y Representaciones; ##issue.vol## 13 (2025): Enero - Diciembre; e2125Propósitos y Representaciones; Vol. 13 (2025): Enero - Diciembre; e2125Propósitos y Representaciones. Journal of Educational Psychology; Vol. 13 (2025): January - December; e21252310-46352307-799910.20511/pyr2025.v13reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/2125/1990https://revistas.usil.edu.pe/index.php/pyr/article/view/2125/1999/*ref*/Akpur, U. (2020). The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study. International Journal of Educational Methodology, 6(4), 681-690. https://doi.org/10.12973/ijem.6.4.681/*ref*/American Psychological Association (2010). Ethical principles of psychologists and code of conduct. http://www.apa.org/ethics/code/principles.pdf/*ref*/Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de psicología, 29(3), 1038-1059. http://dx.doi.org/10.6018/analesps.29.3.178511/*ref*/Baker, R. W. & Siryk, B. (1989). Student Adaptation to College Questionnaire (SACQ): Manual. Western Psychological Services./*ref*/Bäulke, L., Eckerlein, N., & Dresel, M. (2018). Interrelations between motivational regulation, procrastination and college dropout intentions. Unterrichtswissenschaft, 46(4), 461–479. https://doi.org/10.1007/s42010-018-0029-5/*ref*/Canedo, C. M., Andrés, M. L., Canet-Juric, L., & Rubiales, J. (2019). Influencia de las estrategias cognitivas de regulación emocional en el bienestar subjetivo y psicológico en estudiantes universitarios. Liberabit, 25(1), 25-40. https://doi.org/10.24265/liberabit.2019.v25n1.03/*ref*/Cobo-Rendón, R., Hojman, V., García-Álvarez, D., & Cobo-Rendon, R. (2023). Academic emotions, college adjustment, and dropout intention in university students. Frontiers in Education, 8, 1303765. https://doi.org/10.3389/feduc.2023.1303765/*ref*/Credé, M., & Niehorster, S. (2012). Adjustment to college as measured by the student adaptation to college questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24, 133-165. https://doi.org/10.1007/s10648-011-9184-5/*ref*/de-la-Barrera, M. L., Elisondo, R. C., & Rigo, D. Y. (2014). Alfabetización académica y emocional. Aproximaciones a partir de alumnos ingresantes de la universidad. Contextos de Educación, (16), 50-59./*ref*/del-Valle, M. V., Zamora, E. V., Andrés, M. L., Irurtia Muñiz, M. J., & Urquijo, S. (2020). Dificultades de regulación emocional e intolerancia a la incertidumbre en estudiantes universitarios. Quaderns de Psicologia, 22(2), e1594. https://doi.org/10.5565/rev/qpsicologia.1594/*ref*/del-Valle, M. V., Zamora, E. V., Grave, L., Merlo, E., Maidana, J., & Urquijo, S. (2021). El rol de las estrategias cognitivas de regulación emocional en la depresión: Estudio en población universitaria. 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Declaration of Helsinki-Ethical principles for medical research involving human subjects. https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethicalprinciples-for-medical-research-involving-human-subjects/Derechos de autor 2025 Propósitos y Representacioneshttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/21252026-03-30T16:27:29Z |
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13.05439 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
