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Trógolo, M., & Medrano, L. A. (2012). Personality traits, difficulties in emotion regulation and academic satisfaction in a sample of argentine college students. International Journal of Psychological Research, 5(2), 30–39. https://doi.org/10.21500/20112084.734
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
In recent years academic satisfaction in college students has been subject of considerable research, analysis and theorizing among educational researchers. The purpose of the current study was to examine the contributions of personality traits, using the Big Five Factor Model, and difficulties in emotion regulation to predict academic satisfaction in a sample of university students in Cordoba, Argentina. Contrary to expectations, results of hierarchical regression analysis showed that neither the Big Five traits nor difficulties in emotion regulation made a significantly contribution to the prediction of academic satisfaction. However when considering the overall profile of personality and emotion regulation, two subgroups theoretically and empirically consistent with significant differences in academic satisfaction were identified. Results, implications and limitations of the current study are discussed.
References
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Baumeister, R., Zell, A.& Tice, D. (2007). How emotions facilitate and impair self-regulation. In Gross, J.J. (Ed.), Handbook of Emotion Regulation (pp. 408-426). New York: Guilford Press.
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Borgen, F.& Barnett, D. (1987).Applying cluster analysis in counseling psychology research.Journal of Counseling Psychology, 34, 456-468.
Brackett, M., Palomera, R., Mojsa-Kaja, J., Reyes, M.&Salovey, P. (2010).Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers.Psychology in the Schools, 47, 406-417.
Caballero, C., Abello, R.& Palacio, J. (2007).Relación del burnout y el rendimiento académico con la satisfacción frente a los estudios en estudiantes universitarios. Avances en Psicología Latinoamericana, 25,98-111.
Castro, A. (2010). Fundamentos de Psicología Positiva. Buenos Aires: Paidós.
Cha, K. (2003). Subjective well-being among college students.Social Indicators Research, 62, 455-477.
Corts, D., Lounsbury, J., Saudargas, R.& Tatum, H. (2000).Assessing undergraduate satisfaction with an academic department: a method and case study.College Student Journal, 34, 399-408.
Baumeister, R., Zell, A.& Tice, D. (2007). How emotions facilitate and impair self-regulation. In Gross, J.J. (Ed.), Handbook of Emotion Regulation (pp. 408-426). New York: Guilford Press.
Benjamin, M.& Hollings, A. (1997). Student satisfaction: Test of an ecological model. Journal of College Student Development, 38, 213-228.
Borgen, F.& Barnett, D. (1987).Applying cluster analysis in counseling psychology research.Journal of Counseling Psychology, 34, 456-468.
Brackett, M., Palomera, R., Mojsa-Kaja, J., Reyes, M.&Salovey, P. (2010).Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers.Psychology in the Schools, 47, 406-417.
Caballero, C., Abello, R.& Palacio, J. (2007).Relación del burnout y el rendimiento académico con la satisfacción frente a los estudios en estudiantes universitarios. Avances en Psicología Latinoamericana, 25,98-111.
Castro, A. (2010). Fundamentos de Psicología Positiva. Buenos Aires: Paidós.
Cha, K. (2003). Subjective well-being among college students.Social Indicators Research, 62, 455-477.
Corts, D., Lounsbury, J., Saudargas, R.& Tatum, H. (2000).Assessing undergraduate satisfaction with an academic department: a method and case study.College Student Journal, 34, 399-408.
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