Detalle Publicación

ARTÍCULO
Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing
Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Paoloni, P. V.; Vera-Martinez, M. M. ; Garzon-Umerenkova, A.
Título de la revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN: 1660-4601
Volumen: 17
Número: 12
Páginas: 4293
Fecha de publicación: 2020
Lugar: WOS
Resumen:
Achievement emotions constitute one important variable among the many variables of students' learning. The aim of this research was to analyze the differential effect of university students' levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 x 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.