Autonomy and regulation of emotions in engineering students

Abstract

Autonomy is reflected in students' ability to make decisions based on personal criteria. This aspect is influenced by cognitive, affective, and social factors, particularly in academic programs that require significant time, effort, and dedication due to the complexity of their content and the skills to be developed. Therefore, the main objective of this study was to examine the relationship between autonomy and emotional regulation in engineering students. The research followed a quantitative approach with a correlational scope and a non-experimental design. A total of 242 engineering students from Lima, Peru, participated in the study. The results indicated a strong positive relationship between autonomy and cognitive reappraisal, whereas emotional suppression showed a negative relationship with autonomy. Additionally, older students, those balancing both study and work, and those studying industrial engineering scored higher in autonomy and cognitive reappraisal. Moreover, men and students in virtual learning programs exhibited higher autonomy scores. Finally, younger students displayed higher levels of emotional suppression. These findings provide a basis for discussing the social, emotional, and academic implications within the university setting.