Resumo: A imposição do confinamento social decorrente da pandemia SARS-COV19 acarretou mudanças nas mais diversas relações pessoais e de trabalho, não tendo a atividade docente se eximido desta demanda. Na busca de compreender estas situações vivenciadas pelos docentes no âmbito do Ensino Superior, ancorado na Teoria Social Cognitiva de Albert Bandura, foram abordados os construtos da autoeficácia para regulação emocional (AERE) que se refere ao controle de emoções negativas (raiva, desânimo/tristeza, medo, vergonha, culpa) e capacidade de expressar as positivas (alegria/orgulho), e da autoeficácia de professores do Ensino Superior para o ensino remoto (AEEESR), aqui entendida como os julgamentos que professores de Ensino Superior realizam a respeito de suas capacidades para realizar atividades de ensino no contexto remoto emergencial. Identificar, descrever e analisar a AEE-ESR e AERE de professores da educação superior no grupo total e agrupadas por variáveis pessoais, contextuais e da atividade docente, bem como, avaliar o caráter preditivo das dimensões de AERE na AEE-ESR é o objetivo desta pesquisa. Os dados foram obtidos por meio de escalas likert de autorrelato de 1 a 5 pontos, de forma remota e com participação de 400 docentes do Ensino Superior, dos quais 247 (61,75%) eram do sexo feminino, 194 tinham de 41 a 55 anos (48,5%) e 325 (81,25%) atuavam em instituições públicas. Os resultados revelaram escores para AEE-ESR em 3,60, o maior escore de AERE foi para regular a alegria/orgulho (4,25). Foram encontrados escores significativos mais elevados em AEE-ESR para os docentes de instituições privadas (p=0,041; d=0,28), os que percebiam mais apoio de pares (p=0,016; d=0,26) e administrativo (p=0,002; d=0,35), os que reportavam mais uso de tecnologias de informação e comunicação (TIC) antes (p=0,001; d=0,48) e durante a pandemia (p=0,027; d = 0,62), e os que tinham 21 anos ou mais de experiência docente (p=0,020; d = 0,36). Sobre a AERE, docentes do sexo masculino apresentaram maiores escores de AE para regular as emoções negativas (p< 0,004; d = 0,38 a 0,46), a vergonha (p = 0,037; d=0,30), a culpa (p = 0,010; d=0,41) e a alegria/orgulho (p=0,029; d=0,25 a 0,30)...
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Abstract: The imposition of social confinement resulting from the SARS-COV19 pandemic has led to changes in various personal and work-related relationships. An effort to comprehend these situations experienced by higher education teachers is grounded in Albert Bandura's Social Cognitive Theory, within the construct of regulatory emotional self-efficacy for emotional regulation (RESE). It refers to beliefs of the capabilities to control negative emotions (anger, discouragement/sadness, fear, shame, guilt) and the ability to express positive ones (joy/pride). Another construct is higher education teachers’ self-efficacy for remote teaching (AEE-ESR), understood as the judgments that higher education teachers make regarding their capabilities to carry out teaching activities in emergency remote teaching (ERT). This research aimed to identify, describe, and analyze the AEE-ESR and RESE of higher education teachers in the total group and grouped by personal, contextual, and teaching activity variables, as well as to evaluate the predictive nature of RESE dimensions on AEE-ESR. Data were obtained through a self-report 1 to 5 Likert-type scale, remotely, with the participation of 400 higher education teachers, being 247 (61.75%) female, 194 aged between 41 to 55 (48.5%), and 325 (81.25%) employed in public institutions. Results revealed scores for AEE-ESR at 3.60, the highest AERE score was for regulating joy/pride at 4.25. Significantly higher scores ere found in AEE-ESR for teachers from private institutions (p=0.041; d=0.28), for those perceiving more peer support (p=0.016; d=0.26) and administrative support (p=0.002; d=0.35), who reported more use of ICT before the pandemic (p=0.001; d=0.48), and more use of ICT during the pandemic (p=0.027; d=0.62), and those with 21 years or more of teaching experience (p=0.020; d=0.36). Regarding RESE, male teachers showed higher scores of self-efficacy to regulate negative emotions (p<0.043; d = 0.20 to 0.45), teachers aged 56 years or older had higher scores of self-efficacy to regulate guilt (p=0.005; d=0, 27 a 0,48) ), and those aged 20 to 40 years had lower scores of SE to express positive emotions (p=0.026; d=0,25 a 0,36). Teachers working in private institutions perceived themselves as more capable of regulating anger (p=0.041; d =0.24) and those reporting greater peer support, more capable of regulating anger (p=0.002; d =0.36), fear (p=0.006; d=0.34), and joy/pride (p=0.002; d=0.39). Those indicating greater administrative support perceived themselves as more capable of regulating anger (p=0.008; d=0.30), fear (p=0.011; d=0.30), shame (p=0.011; d=0.27), and joy/pride (p=0.004; d=0.33). Teachers who made greater use of ICT before the pandemic perceived themselves as more capable of regulating anger (p=0.019; d=0.23), discouragement/sadness (p=0.006; d=0.28), shame (p=0.029; d=0.21), and guilt (p=0.002; d=0.31). Those with less teaching experience had lower beliefs in regulating fear (p < 0.004; d=0.38 to 0.46), shame (p=0.037; d=0.30), guilt (p=0.010; d=0.41), and joy/pride (p= 0.029; d=0.25 to 0.30)...
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