Rumination and emotional regulation in Peruvian university students during online courses (#1731)

Authors

Tirado Castro, Luis Junior

Abstract

During university studies, various behaviors can negatively impact academic performance and the development of professional skills, particularly in fields that require significant academic and cognitive effort. Moreover, the tendency to engage in repetitive negative thoughts and the ability to regulate emotions are crucial for the development of university students, particularly those enrolled in virtual learning programs who do not attend classes in person; however, these aspects have not been extensively studied in disciplines such as engineering education. Therefore, this study aimed to examine the relationship between rumination and emotional regulation in engineering students. The research followed quantitative, correlational, and cross-sectional non-experimental design, with a sample of 123 engineering students enrolled in a virtual learning modality. The findings revealed that rumination-reproach was negatively associated with cognitive reappraisal but positively associated with emotional suppression. Conversely, rumination-reflection showed a positive relationship with cognitive reappraisal and a negative relationship with emotional suppression. Younger students exhibited higher levels of rumination, while older students (ages 31–40) scored higher in cognitive reappraisal. Additionally, men had higher scores in rumination-reproach, whereas women showed higher levels of rumination-reflection and cognitive reappraisal. Finally, differences emerged based on employment status and the specific field of engineering studied. These findings highlight the need to consider psychological factors when designing educational programs in virtual learning environments.