Análise do Inventário de Regulação Emocional por meio da TRI

Mirela Dantas Ricarte

Universidade Federal de Pernambuco, Recife, PE, Brasil

Fernanda Mírian França Silva

Universidade Federal de Pernambuco, Recife, PE, Brasil

José Maurício Haas Bueno

Universidade Federal de Pernambuco, Recife, PE, Brasil

Contato com os autores: Universidade Federal de Pernambuco, Centro de Filosofia e Ciências Humanas. Cidade Universitária Recife-PE, Brazil CEP: 50670-901 Telefone: (81) 2126-8000

Sobre os autores: Mirela Dantas Ricarte is a psychologist. She holds a Master’s and PhD degree in Cognitive Psychology from Universidade Federal de Pernambuco (UFPE). Professor of Psychology at UNIFAVIP/Wyden University Center and researcher at the Center for Studies in Psychological Assessment (NEAP/ UFPE). ORCD: 0000-0001-9225-0856 Email: mirelaricarte@yahoo.com.br

Fernanda Mírian França Silva is an undergraduate student in Psychology at Universidade Federal de Pernambuco (UFPE). She holds a Scientific Initiation Scholarship from CNPq and is a member of the Nucleus of Studies in Psychological Evaluation (NEAP/UFPE). ORCD: 0000-0003-2117-8441 Email: fernanda.mirianfs@hotmail.com

José Maurício Haas Bueno is a psychologist. Holds a PhD in Psychology from Universidade de São Francisco (USF). Professor of the Graduate Program in Cognitive Psychology at Universidade Federal de Pernambuco (UFPE) and coordinator of the Center for Studies in Psychological Assessment (NEAP/ UFPE). ORCD: 0000-0002-9179-7216 Email: mauricio.ufpe@gmail.com

Number of items	Mean (b)	Items
26	0.298	Before studying I turn off electronics to avoid distractions
32	0.284	I choose to study in places where I don’t have access to social media or games to avoid distraction.
15	0.213	When I am hungry or tired at the end of the class, I try to focus more on the teacher’s explanations.
27	0.133	When I realize that games or social media distract me, I turn them off to focus on studies.
17	0.012	When I am discouraged to study something, I try to study anyway.
28	- 0.220	When there are noises at home disturbing me while I am studying, I try to pay more attention to the studies and minimize the importance of these noises.
23	- 0.289	When there are external noises disturbing the progress of the lesson, I try to ignore them and pay more attention to what is happening in class.
8	- 0.432	When I’m trying to study at home, but I feel uncomfortable with the noise of the TV or stereo, I ask people to turn the volume down or turn it off.

Number of items	Mean (b)	Items
3	0.598	When the class is boring, I try to imagine applications of what is being studied in my daily life.
11	0.031	When I have to study something I don’t like, I think my family members will be happy because I am dedicated.
9	- 0.031	When I feel frustrated because a job is difficult to accomplish, I try to remember that I have overcome other obstacles before.
4	- 0.079	I try to find some practical meaning in the subjects I am studying to avoid boredom.
30	- 0.089	When I’m anxious to take a test, I try to think of other things to relax and get good results.
10	- 0.144	I choose the hours in which I like to study the most
16	- 0.287	When I interrupt my studies to do something nicer, I think how good it would be to get good grades to go on vacation sooner.

Number of items	Mean (b)	Items
5	0.436	I choose whom I’m going to work with in a group so I don’t have to worry about the grade I’m going to take.
2	0.094	When I feel uncomfortable with my classmates’ conversation, I ask for silence so I can concentrate on the lesson.
22	0.048	When there are noises that bother me, I usually close the door of the room where I am studying.
12	- 0.123	When I get nervous about not being able to solve an exercise, I try to calm myself down before trying to resolve it again.
33	- 0.144	I have a bad feeling when I don’t understand the subject, so I try to focus more in class.
14	- 0.311	When I feel uncomfortable because some schoolmate is not collaborating in a group work, I ask him or her to collaborate more.

Number of items	Mean (b)	Items
21	0.647	I try to seat at a distance from the schoolmates I like to chat with, to avoid distracting me.
13	-0.023	I try to sit in the front to avoid distracting myself with other things in class
19	- 0.228	The conversations of my schoolmates in the classroom irritate me, so I try not to pay attention to these conversations, to be able to concentrate on the lesson.
7	- 0.397	I choose (or would like to choose) my seat in class, so as not to be bothered by schoolmates who like chatting during class.

Number of Items	Mean (b)	Items
34	0.287	I often disguise my bad mood when I have to perform activities with schoolmates.
6	0.244	I try not to show my friends that I am upset when I have poor results in an evaluation.
31	- 0.074	When I have to perform an activity with a group of people with whom I don’t get along well, I try not to express my feelings so as not to compromise the group work.
24	- 0.457	When I am discouraged to go to school, I think of something nice I will find there.

Categories	F1	F2	F3	F4	F5
1	zero	zero	zero	zero	zero
2	-0.31	0.09	0.06	- 0.60	0.33
3	-0.54	- 0.47	- 0.37	- 0.73	- 0.70
4	0.41	0.31	0.26	0.70	0.23
5	0.44	0.07	0.04	0.63	014

Brasil