Abstract
ABSTRACT The present study investigates emotional regulation and its relationship to the cardinal virtues, based on a cross-continental sample of college students and applying an Aristotelian-Thomistic framework. A descriptive, correlational, and comparative study was carried out with universities students across three countries (Chile, Spain, and Mexico). The research involved a sample of 314 students and utilized the WLEIS and the QCV scales. The results reveal a significant correlation between emotional regulation and the virtue of temperance, as well as between emotional assimilation and the virtue of fortitude. The study indicates that students possess a relatively low self-perception of their emotional regulation and emotional competencies of self-control, impulse control, and emotional management—competencies associated with the virtue of temperance. The results are similar across countries The results also reveal a significant correlation between emotional regulation and the virtue of temperance, as well as between emotional assimilation and the virtue of fortitude. The low student perception of emotional education suggests that virtue education should be included in universities. An integral formation that educates desire by integrating emotions with intelligence and will is proposed as a strategy.
Published Version
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