Efectos diferenciales de la atención y la claridad emocional sobre la percepción de estresores académicos y las respuestas de estrés de estudiantes de fisioterapia

Abstract

ObjectiveTo analyze the differential effects of levels of emotional attention and emotional clarity on the perception of academic stressors and stress responses of physiotherapy students. Material and methodLevels of emotional attention and emotional clarity were measured with Difficulties in Emotional Regulation Scale, and perception of academic stressors and stress responses were evaluated with Academic Stress Questionnaire in 500 physiotherapy students from different Spanish universities. Students were classified according to their degree of emotional attention and emotional clarity in high, medium and low, and the perception of stressors and stress responses were compared through analysis of variance. ResultsStudents with high emotional clarity assess the academic environment as less threatening and show lower psychophysiological stress responses in comparison to students with medium or low levels of emotional clarity. Conversely, students with low emotional attention only assess more stressful situations related to beliefs about the performance and the value of content than students with high emotional attention. ConclusionsWhile emotional clarity has a moderating role on the valuation of the academic environment as threatening and on the physical and psychological effects of stress, the role of emotional attention is less relevant and only relates with the perception of stressors linked to the beliefs of the student.