Relación entre regulación emocional y atención selectiva con la funcionalidad familiar en estudiantes de bachillerato
The objective of this study was to determine the relationship between emotional regulation and selective attention with family functionality in high school students from 11 to 19 years old in Barranquilla. These variables were evaluated, and their relationship was determined. A quantitative cross se...
- Autores:
-
Gachan Ortega, Amir Salin
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13376
- Acceso en línea:
- https://hdl.handle.net/11323/13376
https://repositorio.cuc.edu.co/
- Palabra clave:
- Emotional regulation
Selective attention
Family function
Regulación emocional
Atención selectiva
Funcionalidad familiar
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | The objective of this study was to determine the relationship between emotional regulation and selective attention with family functionality in high school students from 11 to 19 years old in Barranquilla. These variables were evaluated, and their relationship was determined. A quantitative cross sectional measurement approach was used with a correlational design. The sample consisted of 200 students from grades 8 to 11, selected through intentional sampling. The study included four phases: socialization, data collection with DERS and Stroop tests, analysis and conclusions. The inclusion criteria were being in 8th to 11th grade and being between 11 and 19 years old. The results showed a moderate positive evaluation (0.37) between the evaluations of the color word Stroop test and color Stroop test, indicating a relationship between the cognitive processes involved. Furthermore, there was a weak negative evaluation (-0.23) between the DERS scale and the Family Apgar scale evaluations. These findings highlighted the interaction between the perception of family functionality, difficulties in emotional regulation and selective attention. Practical implications suggested the need for interventions to promote family cohesion and teach emotional regulation and selective attention strategies, thereby improving academic performance |
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