Relações entre uso problemático de smartphone, estresse e dificuldades em regulação emocional em estudantes universitários

• Ano de defesa: 2022
• Autor(a) principal: Lucchese, Vanessa Cirolini
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000zq1g
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Psicologia; UFSM; Programa de Pós-Graduação em Psicologia; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Uso problemático de smartphone; Estresse; Regulação emocional; Estudantes; Problematic smartphone use; Stress; Emotion regulation; Students; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/25782

The smartphone has become an indispensable device in the lives of many individuals, encompassing advantages due to its versatile and convenient technology. However, evidence shows harm to the individual when the use of the device is dysfunctional and in excess, and this phenomenon can be called problematic smartphone use (PSU). Based on the importance of understanding possible factors related to this behavior, the aim of the present study was to explore and test a model of mediation of emotion dysregulation (or difficulties in emotion regulation) in the association between perceived stress and PSU. A total of 1026 undergraduate university students from a federal university in southern Brazil, aged 18 years or older (M = 26.09; SD = 9.47), participated in the research. Participants answered a sociodemographic questionnaire, in addition to the Smartphone Addiction Scale-Short Version, Stress Perception Scale-10 and Emotion Regulation Difficulties Scale. For data analysis, descriptive analysis, Pearson correlation, Student's t test and mediation analysis were used. A model was defined in which there was a positive and significant association between stress and PSU, and difficulties in emotion regulation mediated approximately 40% of the relationship, indicating a partial mediation. The results contribute to the theoretical development regarding UPS, indicating evidence on the reasons why perceived stress and emotional dysregulation can influence this problematic behavior. Furthermore, the study highlighted the significant mediating role that emotional dysregulation can play in the relationship between stress and UPS in university students.