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Trógolo, M., & Medrano, L. A. (2012). Personalidad, dificultades en la regulación emocional y satisfacción académica en una muestra de estudiantes universitarios argentinos. International Journal of Psychological Research, 5(2), 30–39. https://doi.org/10.21500/20112084.734
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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.
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.
Resumen
En los últimos años la satisfacción académica ha sido un tema de considerable investigación debido a la incidencia de esta variable sobre el comportamiento de los estudiantes. El presente trabajo tuvo por objetivo examinar la contribución de los rasgos de personalidad y la regulación emocional en la predicción de la satisfacción académica de los estudiantes universitarios de la ciudad de Córdoba. Contrariamente a lo esperado, los resultados obtenidos mediante análisis de regresión múltiple jerárquica mostraron que ni los rasgos de personalidad ni las dimensiones de regulación emocional predijeron en forma significativa la satisfacción académica. Sin embargo, al considerar el perfil global de personalidad y de regulación emocional, los resultados revelaron dos subgrupos de estudiantes con diferentes niveles de satisfacción académica consistentes desde un punto de vista conceptual y empírico. Se discuten las implicaciones y limitaciones del estudio.
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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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