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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Santos, A. C., Simões, C., Cefai, C., Freitas, E.  & Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences across adolescence. International Journal of Educational Research. 109
Exportar Referência (IEEE) 
A. C. Santos et al.,  "Emotion regulation and student engagement: Age and gender differences across adolescence", in Int. Journal of Educational Research, vol. 109, 2021
Exportar BibTeX 
@article{santos2021_1734631611039,
	author = "Santos, A. C. and Simões, C. and Cefai, C. and Freitas, E.  and Arriaga, P.",
	title = "Emotion regulation and student engagement: Age and gender differences across adolescence",
	journal = "International Journal of Educational Research",
	year = "2021",
	volume = "109",
	number = "",
	doi = "10.1016/j.ijer.2021.101830",
	url = "https://www.sciencedirect.com/journal/international-journal-of-educational-research"
}
Exportar RIS 
TY  - JOUR
TI  - Emotion regulation and student engagement: Age and gender differences across adolescence
T2  - International Journal of Educational Research
VL  - 109
AU  - Santos, A. C.
AU  - Simões, C.
AU  - Cefai, C.
AU  - Freitas, E. 
AU  - Arriaga, P.
PY  - 2021
SN  - 0883-0355
DO  - 10.1016/j.ijer.2021.101830
UR  - https://www.sciencedirect.com/journal/international-journal-of-educational-research
AB  - Research has documented the role of emotions in learning and emotion regulation for student engagement (SE). However, knowledge regarding the predictive power of emotion regulation strategies (ERSs) on SE at different age-groups was lacking. Also, our study aimed to provide data on ERSs use based on age and gender since findings are mixed. This cross-sectional study included a representative sample (N = 1507) of Portuguese students between 10 and 25 years. The sample was divided into four age-groups (10-12, 13-15, 16-18, 19-25). Results indicated ERSs varied with age, with some having a linear developmental pattern (e.g., Putting into Perspective) and others a non-linear (e.g., Positive Reappraisal). SE was higher in females and the youngest and oldest age-groups. Higher SE was related to using more adaptive strategies, and the ERS Refocus on Planning best correlated with the higher SE scores for every age-group. 
ER  -