RELATIONSHIP BETWEEN EMOTIONAL REGULATION AND EXECUTIVE FUNCTIONS IN UNDERGRADUATE STUDENTS

Emotional Regulation is the ability to understand and control emotions through adaptive strategies according to each situation. The activation of the prefrontal cortex is the base of cognitive reappraisal and emotional suppression. However, there is still a gap in the investigation of the relationship between emotional regulation and Executive Functions in undergraduate students. This research aimed to identify the relationship between emotional regulation and executive functions in university students. The sample as composed of 97 students, the average age was 19 years old (minimum 18 and maximum 36), 47 female students, and 50 males. The evaluation protocol was composed of: Five Digit Test (FDT); Digit Span and Letter-Number Sequencing from the Wechsler Abbreviated Intelligence Scale (WASI); Concentrated Attention Test (TEACO); Wisconsin Card Sorting Test (WCST); Emotional Regulation Questionnaire (ERQ); and Emotional Self-Regulation Scale (ESRS). Results show a negative correlation between the Working Memory Index and Factor Appropriate coping strategies (r = -0.20; p <0.05). Our results indicate that better the working memory worse appropriate strategies emotional regulation undergraduates. The main contribution of this study is that good executive functions mean difficulties in adequate emotional regulation strategies.