Positive relationships and emotional regulation in engineering students

Abstract

Social interactions during university life are a fundamental component of young people's academic, personal, and professional development. These interactions can also contribute to effective emotional management in stressful, complex, and demanding situations, particularly in cognitively demanding fields such as engineering. This study aimed to examine the relationship between positive relationships and emotional regulation in university engineering students. The research followed a quantitative approach with a correlational scope and a non-experimental, cross-sectional design. The final sample consisted of 229 engineering students from Lima, Peru. The findings revealed a high, positive, and significant correlation between positive relationships and the cognitive reappraisal strategy, whereas emotional suppression showed a negative relationship with positive relationships. Additionally, participants aged 31 to 40, women, full-time students, those pursuing a degree in industrial engineering, and those enrolled in the face-to-face modality exhibit higher scores in positive relationships and cognitive reappraisal. Conversely, participants aged 18 to 30, those who both work and study, systems engineering students, and those in virtual learning programs exhibited higher levels of emotional suppression. The implications of these findings for the university education system are discussed.