Che ansia l'esame! L’effetto indiretto della rivalutazione cognitiva sulla performance a un esame universitario attraverso l'esperienza di emozioni positive

[Autom. eng. transl.] Cognitive revaluation is a strategy of emotional regulation which consists in the attempt to change the meaning attributed to the emotional event. The usual use of this strategy has generally been associated with the experience of a greater level of positive emotional states and a lower level of negative emotional states. The objective of this study is to investigate whether the use of cognitive reevaluation affects the experience of positive and negative emotional states, helping to improve cognitive performance in a specific context (the university exam). The sample consists of 75 university students (age: M = 22.27; DS = 1.87; 89% F) from different faculties. In a longitudinal design, participants were asked to answer a questionnaire approximately 6 months after the exam session (T1), at the beginning of the preparation of an exam (T2), during the preparation of the exam (two weeks and one week before the date; T3, T4) and finally after taking the exam (T5). The questionnaire included the Emotion Regulation Questionnaire (ERQ), the Positive and Negative Affect Schedule (PANAS), and questions on the grade achieved. The results show a significant correlation between the grade obtained after the exam and the experience of positive and negative emotional states during the preparation of the exam. The use of reappraisal at the beginning of the preparation of the test was significantly associated with the experience of positive and negative emotional states during preparation. The experience of positive emotional states is a significant mediator of the relationship between achieved grade and use of cognitive reevaluation.