Relationships between cognitive strategies, motivational strategies and academic stress in professional examination candidates
Introduction. The objective of this research study was to establish interdependence relationships
between cognitive learning strategies, motivational strategies toward study and academic
stress, as variables of the Competency Model for Studying, Learning and Performing under
Stress (SLPS), in a group of professional examination candidates.
Method. Participating were a total of 179 candidates who sought to obtain posts as primary
school teachers. The variables were measured using previously validated self-reports. The
study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs).
Results. The results showed very significant, positive interdependence relationships between
cognitive learning strategies and motivational strategies toward study. In addition, very significant,
negative relationships were found between motivational strategies toward study and
academic stress. However, direct interdependence relationships did not appear between cognitive
learning strategies and academic stress.
Discussion. These results show that subjects with a high level of cognitive learning strategies
used more motivational strategies toward study than subjects with a medium level, and these
in turn used more motivational strategies than subjects with a low level. Moreover, they also
show that subjects high in motivational strategies toward study suffered less academic stress
than the medium and low subjects in this variable. Consequently, the results suggest that these
variables are interrelated, and that both cognitive and motivational strategies can be worked
on, not only as support for study, but also as prevention of academic stress and its negative
effects, especially in highly stress-prone contexts.