Influência do ambiente invalidante infantil e regulação emocional na procrastinação acadêmica
DOI:
https://doi.org/10.18800/psico.202602.015Palavras-chave:
Procrastinação acadêmica, Invalidação Emocional, Dificuldades na regulação emocional, Ambiente Infantil Incapacitante, Teoria BiosocialResumo
Um ambiente infantil debilitante pode levar a dificuldades de regulação emocional, o que contribui para a procrastinação acadêmica. No entanto, o efeito direto desse ambiente sobre a procrastinação tem sido pouco estudado. Para explorar essa questão, 236 estudantes de diferentes universidades argentinas foram entrevistados usando amostragem de autosseleção. A modelagem de equações estruturais foi usada para analisar as relações entre as variáveis. Os resultados mostraram que a regulação emocional prediz significativamente a procrastinação, enquanto um ambiente infantil debilitante não teve um efeito direto, mas sim um efeito indireto mediado por dificuldades emocionais. Essas descobertas destacam a necessidade de fortalecer a regulação emocional e promover ambientes parentais validados para prevenir a procrastinação no ambiente universitário.
Downloads
Referências
Batool, S. S. (2020). Academic achievement: Interplay of positive parenting, self‐esteem, and academic procrastination. Australian Journal of Psychology, 72(2), 174–187. https://doi.org/10.1111/ajpy.12280
Capano, Á., & Ubach, A. (2013). Estilos parentales, parentalidad positiva y formación de padres. Ciencias Psicológicas, 7(1), 83–95. https://doi.org/10.22235/cp.v7i1.41
Boggiano, J. P., & Gagliesi, P. (2020). Terapia dialéctico conductual: Introducción al tratamiento de consultantes con desregulación emocional. Editorial de la Universidad Nacional de La Plata.
Dominguez-Lara, S. A. (2016). Datos normativos de la Escala de Procrastinación Académica en estudiantes de psicología de Lima. Evaluar, 16, 27-38. https://doi.org/10.35670/1667-4545.v16.n1.15715
Dominguez-Lara, S. A., Prada, R., & Moreta, R. (2019). Diferencias de género en la influencia de la personalidad sobre la procrastinación académica en estudiantes universitarios peruanos. Acta Colombiana de Psicología, 242(2), 125–136. http://doi.org/10.14718/ACP.2019.22.2.7
Eckert, M., Ebert, D. D., Lehr, D., Sieland, B., & Berking, M. (2016). Overcome procrastination: enhancing emotion regulation skills reduces procrastination. Learning and Individual Differences, 52, 10–18. https://doi.org/10.1016/j.lindif.2016.10.00
Fruzzetti, A. E., Shenk, C., & Hoffman, P. D. (2005). Family interaction and the development of borderline personality disorder: A transactional model. Development and Psychopathology, 17, 1007–1030. https://doi.org/10.1017/S0954579405050479
Furlan, L. A., & Cristofolini, T. (2022). Interventions to reduce academic procrastination: A review of their theoretical bases and characteristics. In T. J. Stiles, & L. R. Perry (Eds.), Handbook of stress and academic anxiety (pp. 127–147). Springer. https://doi.org/10.1007/978-3-031-12737-3_9
Furlan, L. A., Pesarini, P. A., Cuevas, L. A., & Martínez Santos, G. (2025). Eficacia de una intervención para reducir la procrastinación académica y la ansiedad de evaluación. Acta Colombiana de Psicología, 28, 1–15. https://doi.org/10.14718/ACP.2025.28.3
Gill, D., & Warburton, W. (2014). An investigation of the biosocial model of borderline personality disorder. Journal of Clinical Psychology, 70(9), 866–873. https://doi.org/10.1002/jclp.22074
González Bañales, D., Melchor Ojeda, M., & Jaik Dipp, A. (2022). Relación entre la Procrastinación Académica y el Rendimiento Académico en Estudiantes de Nivel Superior Mediada por el uso de Tecnologías de la Información. Instituto Universitario Anglo Español.
González, M., Rovella, A., Barrera, A., & González, M. (2023). Relationships of emotion regulation to procrastination, life satisfaction and resilience to discomfort. Interacciones, 9, (278). http://dx.doi.org/10.24016/2023.v9.278
Gratz, K., & 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, 41-54. https://doi.org/10.1023/b:joba.0000007455.08539.94
Gross, J. J. (1998). Sharpening the Focus: Emotion Regulation, Arousal, and Social Competence. Psychological Inquiry, 9(4), 287–290. https://doi.org/10.1207/s15327965pli0904_8
Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Halberstadt, A. G., & Lozada, F. T. (2011). Emotion development in infancy through the lens of culture. Emotion Review, 3(2), 158–168. https://doi.org/10.1177/1754073910387946
Hernández González, O. (2021). Aproximación a los distintos tipos de muestreo no probabilístico que existen. Revista Cubana de Medicina General Integral, 37(3). https://revmgi.sld.cu/index.php/mgi/article/view/1442
Hernández. D. S., Santos, S. C., & Matos, A. G. (2020). Dificultades en la regulación emocional en estudiantes de psicología de la universidad de camagüey. Didáctica y Educación, 11(4), 135–146. https://revistas.ult.edu.cu/index.php/didascalia/article/view/1062
Heras Sevilla, D., Cepa Serrano, A., & Lara Ortega, F. (2016). Desarrollo emocional en la infancia. Un estudio sobre las competencias emocionales de niños y niñas. International Journal of Developmental and Educational Psychology, 1(1), 67-73. https://doi.org/10.17060/ijodaep.2016.n1.v1.217
Inzlicht, M., Werner, K. M., Briskin, J. L., & Roberts, B. W. (2021). Integrating Models of Self-Regulation. Annual Review of Psychology, 72(1), 319–345. https://doi.org/10.1146/annurev-psych-061020-105721
Jarrín-García, G., & Moreta-Herrera, R. (2024). Estrés, dificultades de regulación emocional y adaptación escolar en adolescentes aspirantes a la educación superior en Ecuador. Rehuso, 9(1), 24-35. https://doi.org/10.33936/rehuso.v9i1.5772
Jordan Muiños, F. M. (2021). Valor de corte de los índices de ajuste en el análisis factorial confirmatorio. Psocial, 7(1), 66-71. https://www.redalyc.org/articulo.oa?id=672371335005
León, O. G., & Montero, I. (2020). Métodos de investigación en psicología y educación (5ª ed.). McGraw Hill.
Linehan, M., Bohus, M., & Lynch, T. R. (2007). Dialectical behavioral therapy for pervasive emotional dysregulation. In J. Gross (Ed.), Handbook of emotion regulation (pp. 581-605). Guilford Press.
Linehan, M. M. (2020). Building a Life Worth Living. A Memoir. Random House.
Markiewicz, K., & Stencel, M. (2023). Procrastination and Parenting Styles in Retrospective Evaluation of Adolescents. The New Educational Review, 73(3), 215–225. https://doi.org/10.15804/tner.2023.73.3.16
Medrano, L., Muñoz-Navarro, R., & Cano-Vindel, A. (2016). Procesos cognitivos y regulación emocional: aportes desde una aproximación psicoevolucionista. Ansiedad y Estrés, 22(2-3), 47-54. https://doi.org/10.1016/j.anyes.2016.11.001
Medrano, L., & Trógolo, M. (2016). Construct Validity of the Difficulties in Emotion Regulation Scale: Further Evidence Using Confirmatory Factor Analytic Approach. Abnormal and Behavioural Psychology, 117(2), 2-7. https://doi.org/10.4172/2472-0496.1000117
Minzi, M. P., & Mesurado, B. (2022). The evaluation of parenting style from the perspective of parents: Argentine adaptation of Power’s Parenting Styles Inventory. Interdisciplinaria, 39(1), 299–310. https://doi.org/10.16888/interd.2022.39.1.19
Mohammadi Bytamar, J., Saed, O., & Khakpoor, S. (2020). Emotion Regulation Difficulties and Academic Procrastination. Frontiers in Psychology, 11, 524588. https://doi.org/10.3389/fpsyg.2020.524588
Nakamura, S. (2023). Emotion regulation and emotion regulation strategies. En Emotion regulation and strategy instruction in learning (pp. 49–87). Springer. https://doi.org/10.1007/978-3-031-42116-7_3
Paredes-Rivera, A., Coria-Palomino, G. F., Marcos-Lescano, A. Y., & Sedano-Alejandro, S. (2021). La regulación emocional como categoría transdiagnóstica a través de los problemas clínicos: un estudio narrativo. Interacciones, e223. https://doi.org/10.24016/2021.v7.223
Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93–115. https://doi.org/10.1037/a0022658
Puddington, M. M., Duthu, F., & Gagliesi, P. (2017). Adaptación al español de la Escala de Ambiente Invalidante Infantil. Revista Argentina de Clínica Psicológica, 26(3), 307-312. http://dx.doi.org/10.24205/03276716.2017.1029
Pychyl, T. A., & Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In F. M. Sirois & T. A. Pychyl (Eds.), Procrastination, health, and well-being (pp. 163-188). San Diego: Elsevier Academic Press. http://doi.org/10.1016/B978-0-12-802862-9.00008-6
Ragusa, A., González-Bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Minguez-Minguez, L. A., Obregón, A. I., & Fernandez-Ortega, C. (2023). Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1073529
Reeves, M., James, L. M., Pizzarello, S. M., & Taylor, J. E. (2010). Support for Linehan's biosocial theory from a nonclinical sample. Journal of Personality Disorders, 24(3), 312–326. https://doi.org/10.1521/pedi.2010.24.3.312
Rojas-Torres, L., Furlan, L., Sánchez-Rosas, J., & Rojas-Rojas, G. (2022). Construcción y validación de la Escala de Afrontamiento de la Ansiedad durante los Exámenes. Ansiedad y Estrés, 28(2), 81–90. https://doi.org/10.5093/anyes2022a9
Sánchez-Rosas, J., & Bedis, J. (2015). Measuring strategies to cope with boredom in Spanish speaking population: A study with Argentinean university students. Evaluar, 15, 99-122. https://doi.org/10.35670/16674545.v15.n1.14910
Schuenemann, L., Scherenberg, V., von Salisch, M., & Eckert, M. (2022). “I’ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.780675
Sirois, F. M. (2023). Procrastination and Stress: A Conceptual Review of Why Context Matters. International Journal of Environmental Research and Public Health, 20(6), 5031. https://doi.org/10.3390/ijerph20065031
Sommantico, M., Postiglione, J., Fenizia, E., & Parrello, S. (2024). Procrastination, Perfectionism, Narcissistic Vulnerability, and Psychological Well-Being in Young Adults: An Italian Study. International Journal of Environmental Research and Public Health, 21(8), 1056. https://doi.org/10.3390/ijerph21081056
Steel, P. (2017). Procrastinación: Por qué dejamos para mañana lo que podemos hacer hoy. Penguin Random House Grupo Editorial.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
Stoewsand, C. R. (2021). Comunicación Compasiva: Cómo remediar las relaciones difíciles. Tres Olas Ediciones.
Sturrock, B., & Mellor, D. (2013). Perceived emotional invalidation and borderline personality disorder features: A test of theory. Personality and Mental Health, 8(2), 128–142. https://doi.org/10.1002/pmh.1249
Vargas-Rubilar, J., & Arán-Filippetti, V. (2014). Importancia de la Parentalidad para el Desarrollo Cognitivo Infantil: una Revisión Teórica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 12(1), pp. 171-186. https://doi.org/10.11600/rlcsnj.12.1.1119
Weston, R., & Gore, P. A., (2006). A Brief Guide to Structural Equation Modeling. The Counseling Psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345
Woo, V. M.-W., & Yeo, K. J. (2019) The Relationship between Parenting Styles and Procrastination Behaviours: A Systematic Review. Assia Proceedings of Social Sciences, 3 (1), 6-9. https://readersinsight.net/APSS/article/view/472
Zakeri, H., Esfahani, B. N., & Razmjoee, M. (2013). Parenting Styles and Academic Procrastination. Procedia - Social and Behavioral Sciences, 84, 57–60. https://doi.org/10.1016/j.sbspro.2013.06.509
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
