TY - JOUR
KW - Academic procrastination
KW - Perceived emotional regulation
KW - Suicidal behavior
KW - Young university students
AU - María José Gómez-Romero
AU - Joaquín Tomás-Sábado
AU - Javier Montes-Hidalgo
AU - Cecilia Brando-Garrido
AU - Ramón Cladellas Pros
AU - Joaquín T. Limonero
AB - Background and objective
Suicide is the leading preventable cause of death among young people aged 15-24. The aim of this study was to calculate the prevalence of suicidal behavior (SB) in university students, to study the relationship between emotion regulation (ER), academic procrastination (AP) and SB, and analyze whether the ER could act as a modulating variable of the SB.

Materials and methods
A cross-sectional observational study was conducted with an incidental sample of 350 university students of 21.13 years (SD=6.15) of age and with a range between 17 and 28 years who voluntarily participated in the study. The students answered the Trait Meta Mood Scale-24 perceived emotional regulation subscale, the Tuckman Academic Procrastination Scale and the revised Suicidal Behavior Scale.

Results
Sixteen point three percent of the students presented risk of BS. Positive correlations were observed between AP and SB, and negative between ER, SB and AP. Subjects with high ER values showed lower levels of SB and AP. The regression analyses performed discarded the possible moderating effect of ER on AP and BS, although both variables (AP and ER) had a direct but non-interactive relationship with SB.

Conclusions
High incidence of BS among university students was observed. Both ER and AP have a direct effect on SB. ER seems to play a protective role against SB and PA. Emotion regulation learning programs could be designed to promote health and improve education.
IS - 2-3
M1 - 2-3
M3 - Journal article
N2 - Background and objective
Suicide is the leading preventable cause of death among young people aged 15-24. The aim of this study was to calculate the prevalence of suicidal behavior (SB) in university students, to study the relationship between emotion regulation (ER), academic procrastination (AP) and SB, and analyze whether the ER could act as a modulating variable of the SB.

Materials and methods
A cross-sectional observational study was conducted with an incidental sample of 350 university students of 21.13 years (SD=6.15) of age and with a range between 17 and 28 years who voluntarily participated in the study. The students answered the Trait Meta Mood Scale-24 perceived emotional regulation subscale, the Tuckman Academic Procrastination Scale and the revised Suicidal Behavior Scale.

Results
Sixteen point three percent of the students presented risk of BS. Positive correlations were observed between AP and SB, and negative between ER, SB and AP. Subjects with high ER values showed lower levels of SB and AP. The regression analyses performed discarded the possible moderating effect of ER on AP and BS, although both variables (AP and ER) had a direct but non-interactive relationship with SB.

Conclusions
High incidence of BS among university students was observed. Both ER and AP have a direct effect on SB. ER seems to play a protective role against SB and PA. Emotion regulation learning programs could be designed to promote health and improve education.
PB - Elsevier Espana S.L.U
PY - 2020
SN - 2174-0437/11347937
SP - 112
EP - 119
T2 - Ansiedad y Estrés
TI - Academic procrastination and risk of suicidal behavior in university students: The role of emotional regulation
UR - https://linkinghub.elsevier.com/retrieve/pii/S1134793720300269
VL - 26
ER -