La ansiedad y el uso de estrategias cognitivas de regulación emocional en el aula de lengua extranjera

Patricia Ayllón Salas; Alicia Olmo Espinosa; Francisco D. Fernández Martín

doi:10.30827/portalin.vi41.27966

Autores/as

Patricia Ayllón Salas Universidad de Granada https://orcid.org/0000-0003-3986-225X
Alicia Olmo Espinosa Universidad de Granada
Francisco D. Fernández Martín Universidad de Granada https://orcid.org/0000-0003-1272-1131

DOI:

https://doi.org/10.30827/portalin.vi41.27966

Palabras clave:

Lengua extranjera, Ansiedad, Regulación cognitiva de las emociones, Estrategias adaptativas, Educaci´on Primaria

Resumen

Los objetivos de este estudio fueron identificar los niveles existentes de ansiedad en el aprendizaje de lenguas extranjeras en alumnos de sexto curso de Educación Primaria de diferentes colegios bilingües y no bilingües, y determinar qué estrategias cognitivas de regulación de emociones utilizarían estos alumnos en una hipotética situación estresante. Para ello, se midió la ansiedad en clase de Lengua Extranjera y las estrategias cognitivas de regulación de la emoción a los alumnos (n = 262). El análisis descriptivo de los resultados obtenidos permitió llegar a las siguientes conclusiones: los niveles de ansiedad eran más elevados en la muestra no bilingüe; sin embargo, estos alumnos hacían un mayor uso de las estrategias cognitivas de regulación de la emoción.

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Biografía del autor/a

Patricia Ayllón Salas, Universidad de Granada

Patricia Ayllón-Salas graduated in Primary Education from the University of Granada (Spain) in 2022. Currently, she is a student of the Master's degree in Research and Innovation in Curriculum and Education at the University of Granada (Spain) and she is a scholarship recipient in the Department of Developmental and Educational Psychology.

Alicia Olmo Espinosa, Universidad de Granada

Alicia Olmo-Espinosa graduated in Primary Education from the University of Granada in 2022 (Spain).

Francisco D. Fernández Martín, Universidad de Granada

Francisco D. Fernández-Martín, Professor at the Department of Developmental and Educational Psychology, University of Granada (Spain). For almost 18 years, he have been teaching in Higher Education at the same time implementing several innovation and research projects tied to the improvement the quality of Education.

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