Emotion regulation, subjective happiness and meaning of life of university students in the pandemic





Emotion regulation in adverse situations may be essential to aspects related to subjective happiness and the meaning of life. The aim was to investigate associations between emotion regulation strategies and levels of subjective happiness and meaning of life university students in the context of the COVID-19 pandemic. 348 university students participated in the study, being applied a sociodemographic questionnaire, Emotion Regulation Questionnaire (ERQ), Subjective Happiness Scale (SHS) and Meaning of Life Questionnaire (MLQ) through an online platform. Descriptive and inferential analyses were performed using the JASP software. The results indicated positive associations between the cognitive reassessment strategy and the presence of subjective happiness and meaning of life, while the strategy of emotional suppression negatively interfered. Cognitive change was an emotion regulation strategy that proved effective, both in the reassessment of the situation and in the ability to manage the demands arising from the pandemic.


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Author Biographies

Natália Helem de Almeida Cunha, Universidade do Estado da Bahia

Graduanda em Psicologia by Universidade do Estado da Bahia, Salvador-BA, Brazil.

Camila Barreto Bonfim, Universidade do Estado da Bahia

Professor of the Universidade do Estado da Bahia, Salvador-BA, Brazil.

Cassio Santos-Lima, Escola Bahiana de Medicina e Saúde Pública

Professor of the Escola Bahiana de Medicina e Saúde Pública, Salvador-BA, Brazil.

Gustavo Marcelino Siquara, Escola Bahiana de Medicina e Saúde Pública

Professor of the Escola Bahiana de Medicina e Saúde Pública, Salvador-BA, Brazil, and of the Universidade Estadual de Feira de Santana, Feira de Santana-BA, Brazil.


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How to Cite

Cunha, N. H. de A., Bonfim, C. B., Santos-Lima, C., & Siquara, G. M. (2022). Emotion regulation, subjective happiness and meaning of life of university students in the pandemic. Paidéia (Ribeirão Preto), 32, e3219. https://doi.org/10.1590/1982-4327e3219



Developmental Psychology