Revistas
Revista:
CURRENT PSYCHOLOGY
ISSN:
1046-1310
Año:
2023
Vol.:
42
N°:
27
Págs.:
23448 - 23463
Past reviews have examined the association between positive personality traits known as character strengths and work-related outcomes. However, little is known about the role of positive traits in the pre-career stage. This study aims to fill this gap by mapping the peer-reviewed literature on the relationships between character strengths, moral motivation and vocational identity in adolescents and young adult students. Scopus and Web of Science databases were used to identify English written sources published between 1980 and October 2020. Documents had to include one of the 24 positive psychology character strengths or a moral motivation construct (moral reasoning, moral identity or moral emotions) and one vocational identity process (commitment, exploration or reconsideration). 136 documents were selected (123 quantitative, 8 qualitative, and 5 theoretical). 15 strengths were studied together with a vocational identity process. The most investigated strengths were prudence (27.9%) curiosity (20.6%), hope (20.6%) and love (19.9%). Only one moral motivation construct (the moral emotion of empathy) was associated with vocational commitment. Four character strengths were the most studied in association with vocational identity. These strengths coincided with some skills and competencies promoted in career counselling. Some suggestions for future research on vocational development and character education are stated.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2023
Vol.:
14
Págs.:
1166478
In the published article, an author name was incorrectly written as ¿Angélica Karagiannopoulou.¿ The correct spelling is ¿Evangelia Karagiannopoulou.¿ All other relevant parts of the article have been updated to reflect this amendment. Additionally, in the published article, the reference for ¿de la Fuente et al., 2022¿ was incorrectly written as ¿de la Fuente, J., Martínez-Vicente, J. M., Santos, F. H., Sander, P., Fadda, S., Karagiannopoulou, A., Boruchovitch, E., and Kauffman, D. F. (2022) Advances on self-regulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts. Front. Psychol. 13:861493. doi: 10.3389/fpsyg.2022.861493.¿ It should be ¿de la Fuente, J., Martínez-Vicente, J. M., Santos, F. H., Sander, P., Fadda, S., Karagiannopoulou, E., Boruchovitch, E., and Kauffman, D. F. (2022) Advances on selfregulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts. Front. Psychol. 13:861493. doi: 10.3389/fpsyg.2022.861493.¿ The authors apologize for these errors and state that they do not change the scientific conclusions of the article in any way. The original article has been updated. © 2023 de la Fuente, Martínez-Vicente, Santos, Sander, Fadda, Karagiannopoulou, Boruchovitch and Kauffman.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2022
Vol.:
19
N°:
16
Págs.:
10223
Previous literature has established the importance of personal and contextual factors in college students' trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2022
Vol.:
13
Págs.:
954475
The turn to evidence-based interventions is significant for Psychology in general and for Educational Psychology in particular. Although there is a great deal of published evidence for program validation, there is currently no protocol for the evaluation of educational psychology evidence-based intervention programs and there is no General Register of such programs to act as a central information depository. This article has four objectives: (1) To assess the significance of the turn to Evidence-Based Programs in the context of today's Knowledge Society and Research and Development, Transfer and Innovation (R & Di) activities; (2) To provide a Classification of Programs based on the degree of specialization required for appropriate professional use in line with the requirements of the Code of Ethics in Psychology; (3) To tentatively propose a Protocol for the Registration of Evidence-Based Educational Psychology Programs; and (4) Finally, to identify some implications of the protocol. We conclude that there is a need for a General Register of validated programs.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2022
Vol.:
13
Págs.:
876292
The aim of this research was to establish linear relations (association and prediction) and inferential relations between three constructs at different levels of psychological research - executive dysfunction (microanalysis), self-regulation (molecular level), and self- vs. external regulation (molar level), in the prediction of emotion regulation difficulties. We hypothesized that personal and contextual regulatory factors would be negatively related to levels of executive dysfunction and emotion regulation difficulties; by way of complement, non-regulatory and dysregulatory personal, and contextual factors would be positively related to these same difficulties. To establish relationships, we used a retrospective, ex post facto design, where 298 university students voluntarily participated by completing standardized self-reports. Linear and structural correlational, predictive analyses were performed, as well as inferential analyses. Results were consistent and validated the proposed hypotheses, for both association and prediction. The most important result refers to the discriminant value of the five-level combination heuristic for predicting Executive Function and External (contextual) Dys-Regulation.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2022
Vol.:
13
Págs.:
910980
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2022
Vol.:
13
Págs.:
961261
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2022
Vol.:
13
Págs.:
968733
Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.
Revista:
CURRENT PSYCHOLOGY
ISSN:
1046-1310
Año:
2022
Vol.:
41
N°:
7
Págs.:
4329 - 4340
The research presented here is founded on the Big Five trait approach to personality which has been shown to be related toacademic success, students' academic confidence or self-efficacy and the emotions related to academic achievement.To explore whether Personality characteristics would be differentially associated with Academic Confidence and both would jointly predict Academic Emotions.A bespoke online platform was used to survey undergraduate students in two Spanish universities. The data was used to assess bivariate correlation and to build Structural EquationModels.A total of 1398 undergraduate students studying Psychology, Primary Education, or Educational Psychology degree programmes completed the validated Spanish version of the Academic Behavioural Confidence scale. Of those, 636 also completed a validated Spanish language scale to assess Personality along the Big Five dimensions and 551 of the 1398 students complete a validated Spanish language scale to assess Academic Emotions. A total of 527 students completed all three scales.The correlations showed that the student Personality traits of
Openness, Conscientiousness, Extraversion and Agreeableness were significantly and positively related to their Academic Confidence whilst Neuroticism was negatively correlated with the degree of Academic Confidence. Similarly student Academic Confidence correlated positively with positive Academic Emotions and negatively with negative Academic Emotions. ...
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2022
Vol.:
13
Págs.:
922633
The self- vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.
Revista:
PSYCHOLOGY IN THE SCHOOLS
ISSN:
0033-3085
Año:
2022
Vol.:
59
N°:
3
Págs.:
451 - 470
This study tested an empirical model of the relationship between Personal Positive Youth Development (PPYD) and two contextual factors: Positive Parenting (PP), and Perception of the Climate and Functioning of the School (PcfS). The hypothesis tested was that a positive relationship with parents and a positive perception of the school will contribute to the prediction of PPYD. The sample was composed of 1507 adolescents recruited in 10 Spanish schools who were aged between 12 and 18 years and 52% were female. PPYD was evaluated through Dispositional optimism, Self-competence, and Sense of coherence. PP was evaluated through Affect and communication, Autonomy granting, Humor, and Self-disclosure. PcfS was evaluated through School climate, School bonds, Clarity of rules and values, and Empowerment. Previous reliability and validity analyses of the constructs were carried out, and correlational analyses and structural predictions were made. The results show that both PP and PcfS were associated with better scores in PPYD. Also, a positive correlation between those two contextual factors was found. Implications for applied research are discussed.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2022
Vol.:
13
Págs.:
856558
The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales. Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths, reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2021
Vol.:
12
Págs.:
562372
The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models-the presage-process-product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory-underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage-process-product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2021
Vol.:
12
Págs.:
613881
This theoretical analysis seeks to contribute to three objectives within the context of the proposed Frontiers Research Topic: (1) delimit two levels of analysis in the present pandemic situation: medicine-epidemiology and behavioral psychology, still under-addressed. While medicine has its essential role on the biological side, psychology has a comparable role on the behavioral side. (2) Analyze the importance of behavioral-educational factors in the pandemic situation, using a precise theoretical model from educational psychology for this analysis. (3) Propose preventive, psychoeducational intervention strategies based on the previous analyses.
Revista:
FRONTIERS IN PSYCHIATRY
ISSN:
1664-0640
Año:
2021
Vol.:
12
N°:
596453
In a population of young adults, this study analyzes possible linear relations of resilience and positivity to coping strategies and engagement-burnout. The aim was to establish a model with linear, associative, and predictive relations, to identify needs and make proposals for therapeutic intervention in different student profiles. A population of 1,126 undergraduate students with different student profiles gave their informed, written consent, and completed validated questionnaires (CD-RISC Scale; Positivity; Coping Strategies of Stress; Engagement, and Burnout). An ex post-facto design involved bivariate association analyses, multiple regression and structural predictions. The results offered evidence of associations and predictive relationships between resilience factors, positivity, coping strategies and engagement-burnout. The factors of resilience and positivity had significant differential associations (positive and negative) with factors of coping strategies. Their negative relationship to burnout factors, and positive relation to engagement factors, is especially important. Results of structural analysis showed an acceptable model of relationships between variables. We conclude with practical implications for therapeutic intervention: (1) the proactive factors of resilience reflect a perception of self-efficacy and the ability to change adaptively; (2) the reactive factors of resilience are usually associated with withstanding experiences of change, uncertainty or trauma.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2021
Vol.:
18
N°:
17
Págs.:
8944
This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents' socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents' educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2021
Vol.:
18
N°:
16
Págs.:
8263
A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18-30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2021
Vol.:
12
Págs.:
626340
The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching¿learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18¿25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.
Revista:
ANALES DE PSICOLOGIA
ISSN:
0212-9728
Año:
2021
Vol.:
37
N°:
1
Págs.:
77-87
Oliva¿s Escala para la Evaluación del Estilo Parental (EEEP) [Scale for the evaluation of parenting styles] asks adolescents about their parents¿ education styles separately (¿your father¿ and ¿your mother¿) or in a combined way (¿your parents¿), but only the separated version has been tested for validity. The objective of this work was to carry out a validation of the combined version. A sample of 1507 adolescents, aged 12 to 18 years, was recruited. Exploratory and confirmatory factor analyses were run in two independent subsamples. Then, structural equation models (SEM) were run in order to test the association between the EEEP¿s subscales and adolescent outcomes (optimism, pessimism, and academic achievement). Results showed a good fit of the instruments¿ structure. Furthermore, the subscales showed associations with the outcomes. The EEEP can be reliably used in its combined form, which results in a reduction of items, often beneficial for research.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2021
Vol.:
18
N°:
7
Págs.:
3793
The Self-Regulation vs. External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual's context. This gives rise to a behavioral heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students' health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs.
Revista:
ANALES DE PSICOLOGIA
ISSN:
0212-9728
Año:
2021
Vol.:
37
N°:
2
Págs.:
276-286
The research objective was to establish relationships of associa-tion, interdependence and structural prediction between the variables of test anxiety, self-regulation and stress coping strategies. The theoretical framework of reference was the Competence for Studying, Learning and Perform-ing under Stress (CSLPS) model. Participating were 142 students who were preparing for professional examinations to attain a post as public school teacher (primary education), enrolled at academies in Almería (Spain) for this purpose. Previously validated questionnaires were administered for da-ta collection. The study design was linear ex post-facto, with bivariate, in-ferential analyses of association (ANOVAs and MANOVAs) and of struc-tural prediction. Results showed a negative relationship between test anxie-ty self-regulation, especially in students with high emotionality, and a nega-tive impact on decision making. Positive relationships were found between test anxiety and strategies for coping with stress. Finally, a positive predic-tive relationship was verified between self-regulation and coping strategies, while associative and inferential analyses highlighted the role of goals as determining factors in strategies used for coping with stress, especially strategies that focus on problem solving. Results are discussed and implica-tions for improving these processes in professional examination candidates are established.
Revista:
FRONTIERS IN PSYCHIATRY
ISSN:
1664-0640
Año:
2021
Vol.:
12
Págs.:
600240
The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2021
Vol.:
12
Págs.:
602904
The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2021
Vol.:
18
N°:
2
Págs.:
522
Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people¿s resources to face adversity.
Revista:
PAPELES DEL PSICOLOGO
ISSN:
0214-7823
Año:
2020
Vol.:
41
N°:
1
Págs.:
74 - 74
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2020
Vol.:
17
N°:
6
Págs.:
2106
Achievement emotions that the university student experiences in the learning process
can be significant in facilitating or interfering with learning. The present research looked for linear
and predictive relations between university students¿ achievement emotions, coping strategies, and
engagement-burnout, in three dierent learning situations (classroom, study time, and testing).
Hypotheses were identified for a possible model that would analyze the two facets of perfectionism
based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive
emotions would predispose the use of problem-focused coping strategies and an emotional state of
engagement; in the case of perfectionistic concerns, however, negative emotions would predispose
the use of emotion-focused strategies and a state of burnout. A total of 654 university students
participated in the study, using an online tool to complete validated questionnaires on the three study
variables. All students provided informed consent and corresponding permissions. Given the ex-post
facto linear design, the predictions could be verified for each situation by means of logistic regression
analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree,
to the proposed theoretical relations. The testing situation was of particular interest. We discuss
implications for perfectionism research and for the practice of prevention, education and health care
in the university setting.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2020
Vol.:
17
N°:
3602
Págs.:
1-20
The study focused on the analysis of linear relations between personality, self-regulation,
coping strategies and achievement emotions. The main objective was to establish a model of
linear, empirical, associative to infer needs and proposals for intervening in emotional health in the
dierent profiles of university students. A total of 642 undergraduate students participated in this
research. Evidence of associative relations between personality factors, self-regulation and coping
strategies was found. The neuroticism factor had a significant negative associative relationship
with Self-Regulation both globally and in its factors; especially important was its negative relation
to decision making, and coping strategies focused in emotion. The results of Structural Equation
Model showed an acceptable model of relationships, in each emotional context. Results and practical
implications are discussed.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2020
Vol.:
11
N°:
543884
Págs.:
1 - 20
The aim of this research was to determine the degree to which undergraduate
students¿ learning approach, academic achievement and satisfaction were determined
by the combination of an intrapersonal factor (self-regulation) and a interpersonal
factor (contextual or regulatory teaching). The hypothesis proposed that greater
combined regulation (internal and external) would be accompanied by more of a deep
approach to learning, more satisfaction and higher achievement, while a lower level of
combined regulation would determine a surface approach, less satisfaction and lower
achievement. Within an ex post facto design by selection, 1036 university students
completed validated questionnaires using an online tool. Several multivariate analyses
were conducted. Results showed that the combination of self-regulation and external
regulation can be ordered as levels along a five-point scale or heuristic. These levels
linearly determine type of learning approach, academic achievement and satisfaction.
Implications are established for quality and improvement of the teaching and learning
process at university.
Revista:
SUSTAINABILITY
ISSN:
2071-1050
Año:
2020
Vol.:
12
Págs.:
6984
The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2020
Vol.:
17
N°:
12
Págs.:
4293
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.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2020
Vol.:
11
Págs.:
1773
The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using anex postfacto design by selection, ANOVAs and MANOVAs (3 x 3; 5 x 1; 5 x 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students' level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students' level of academic stress. The implications for university students' emotional health, stress prevention, and well-being are established.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2020
Vol.:
11
N°:
22
Págs.:
1-16
The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in
the context combine to determine the student¿s levels in emotional variables, stress, and
coping strategies. The objective of the present research was to test this prediction in the
aspect of coping strategies. Our hypothesis posed that students¿ level of self-regulation
(low¿medium¿high), in combination with the level of regulation promoted in teaching
(low¿medium¿high), would determine the type of strategies students used to cope with
academic stress; the interaction of these levels would focus coping strategies either
toward emotions or toward the problem. A total of 944 university students completed
validated questionnaires on self-regulation, regulatory teaching, and coping strategies,
using an online tool. ANOVAs and MANOVAs (3 1; 3 3; 5 1) were carried out, in
a quasi-experimental design by selection. Level of self-regulation and level of regulatory
teaching both had a significant effect on the type of coping strategies used. The most
important finding was that the combined level of self-regulation and external regulation,
on a five-level scale or heuristic, predicted the type of coping strategies that were used.
In conclusion, the fact that this combination can predict type of coping strategies used
by the student lends empirical support to the initial theory. Implications for the teaching¿
learning process at university and for students¿ emotional health are discussed.
Revista:
BORDON
ISSN:
0210-5934
Año:
2020
Vol.:
72
N°:
1
Págs.:
49 - 65
INTRODUCTION. Procrastination involves a self-regulatory deficit, defined by the voluntary and irrational delay on the course of an action, that in turn generates negative consequences for an individual. It is reported in the literature that between 40 and 80% of students present procrastination conducts which negatively impact their performance, as well as their physical and mental health. There are various causes for procrastination that affect students differently in accordance to certain personal and social characteristics. For this study, three students' profiles are categorised, according to the main reason to procrastinate: rebellion, fear of being assessed and laziness. The paper analyzed which traits characterize each reason: demographic traits (gender, age), academic traits (daily routine, semester, dedication, time planning, procrastination frequency, academic performance) and personal traits (good habits, psychological stability and self-regulation - goals, perseverance, decision making and learning from mistakes). METHOD. The sample was of 457 universtity students from different programs and semesters. The relation between the reasons to procrastinate and the demographic, academic and personal traits was explored through bivariate and punctual biserial correlations; and the relative weight of each variable on the three considered types of procrastination was assessed through multiple linear regression. RESULTS. It was found that the profile characterized by "rebellion" is associated with young men with low perseverance and decision making; "fear of being assessed" is associated to younger students, with less psychological stability and low capacity to make decisions; the "laziness" profile is associated to men with low general self-regulation. DISCUSSION. The implications for the design of preventive academic interventions for the management of procrastination, in accordance to the specific needs of each type of procrastination is discussed.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2020
Vol.:
17
N°:
15
Within a socio-situational and socio-behavioural context, the relationships between the
Big Five personality traits and the academic confidence of university students and how they differed
by sex of the student was explored. Previous research has identified both conscientiousness and
academic confidence as being linked to university performance. In respect of sex, female students
have been found to score higher on all of the Big Five measures, whereas the relationship between
sex and academic confidence has been mixed. Using self-report measures of personality and
academic confidence from 1523 Spanish students, it was found that the female students were more
confident in their grades, studying and attendance components of academic confidence and had
higher scores for conscientiousness, agreeableness and neuroticism personality measures. A
multiple regression analysis found that personality predicts academic confidence, with
conscientiousness being the trait that statistically loaded the most strongly. This research further
confirms the validity of the Academic Behavioural Confidence scale and suggests that measures of
personality and, especially, academic confidence could be usefully used in student support
situations to help students acquire the strategies and skills that lead to successful university study.
It is suggested that further research in the area needs to include outcome or achievement measures
and measures of hypothetical constructs, such as personality and academic confidence, that go
beyond self-report measures.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2019
Vol.:
10
N°:
127
Págs.:
1-11
This research report aims to present the characteristics, structure and effects of a
psychoeducational technological innovation (called the e-ALADO Program) for the
prevention of alcohol intake in adolescents. Based on the Competency model for
interaction with alcohol, this program consists of a total of 24 lessons that promote
conceptual, procedural, and attitudinal learning, in ICT format (www.alado.es). The
hypothesis of this validation study established that adolescents treated with the program
would improve their levels of competence and their interaction behavior with alcohol,
depending of their personal level of self-regulation. A total of 148 adolescents from 12
to 16 years of age from three Spanish educational centers with different sociocultural
contexts participated. A quasi-experimental methodology with repeated measures and
use of inferential analysis was used (ANOVAs and MANOVAs). The results show a
main principal effect of the Treatment variable, of the Self-Regulation Level variable,
and an interaction effect of Treatment × Self-regulation in the conceptual and attitudinal
subcompetence for interaction with alcohol. The results are discussed in the face of new
technological developments that allow the evaluation and intervention in the prevention
of alcohol intake with adolescents. An important implication of this work is related to
the importance of self-regulation as a psychological variable. Also, the suitability of
psychoeducational interventions with new technological formats in the prevention of
adolescents¿ alcohol intake as entrepreneurial activity.
Keywords: prevention of alcohol intake, competence model, adolescence, e-Program, technological utility
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2019
Vol.:
10
N°:
2232
Págs.:
1-1
Revista:
FRONTIERS IN NEUROLOGY
ISSN:
1664-2295
Año:
2019
Vol.:
10
Págs.:
498
Introduction: Traditionally, predictive models of in-hospital mortality in ischemic stroke have focused on individual patient variables, to the neglect of in-hospital contextual variables. In addition, frequently used scores are betters predictors of risk of sequelae than mortality, and, to date, the use of structural equations in elaborating such measures has only been anecdotal. Aims: The aim of this paper was to analyze the joint predictive weight of the following: (1) individual factors (age, gender, obesity, and epilepsy) on the mediating factors (arrhythmias, dyslipidemia, hypertension), and ultimately death (exitus); (2) contextual in-hospital factors (year and existence of a stroke unit) on the mediating factors (number of diagnoses, procedures and length of stay, and re-admission), as determinants of death; and (3) certain factors in predicting others. Material and Methods: Retrospective cohort study through observational analysis of all hospital stays of Diagnosis Related Group (DRG) 14, non-lysed ischemic stroke, during the time period 2008-2012. The sample consisted of a total of 186,245 hospital stays, taken from the Minimum Basic Data Set (MBDS) upon discharge from Spanish hospitals. MANOVAs were carried out to establish the linear effect of certain variables on others. These formed the basis for building the Structural Equation Model (SEM), with the corresponding parameters and restrictive indicators. Results: A consistent model of causal predictive relationships between the postulated variables was obtained. One of the most interesting effects was the predictive value of contextual variables on individual variables, especially the indirect effect of the existence of stroke units on reducing number of procedures, readmission and in-hospital mortality. Conclusion: Contextual variables, and specifically the availability of stroke units, made a positive impact on individual variables that affect prognosis and mortality in ischemic stroke. Moreover, it is feasible to determine this impact through the use of structural equation methodology. We analyze the methodological and clinical implications of this type of study for hospital policies.
Revista:
ANALES DE PSICOLOGIA
ISSN:
0212-9728
Año:
2019
Vol.:
35
N°:
3
Págs.:
472 - 482
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2018
Vol.:
9
N°:
536
Págs.:
1-12
This research aimed to analyze the linear bivariate correlation and structural relations
between self-regulation -as a central construct-, with flow, health, procrastination and
academic performance, in an academic context. A total of 363 college students took
part, 101 men (27.8%) and 262 women (72.2%). Participants had an average age of
22 years and were between the first and fifth year of studies. They were from five
different programs and two universities in Bogotá city (Colombia). A validated ad hoc
questionnaire of physical and psychological health was applied along with a battery
of tests to measure self-regulation, procrastination, and flourishing. To establish an
association relationship, Pearson bivariate correlations were performed using SPSS
software (v. 22.0), and structural relationship predictive analysis was performed using an
SEM on AMOS software (v. 22.0). Regarding this linear association, it was established
that (1) self-regulation has a significant positive association on flourishing and overall
health, and a negative effect on procrastination. Regarding the structural relation, it
confirmed that (2) self-regulation is a direct and positive predictor of flourishing and
health; (3) self-regulation predicts procrastination directly and negatively, and academic
performance indirectly and positively; and (4) age and gender have a prediction effect on
the analyzed variables. Implications, limitations and future research scope are discussed.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2018
Vol.:
9
Págs.:
1188
Educational Psychology, as an area of Psychology that specializes in formative
processes, faces several important challenges in the information and knowledge society
of this twenty first century. One of these challenges is to facilitate a paradigm shift from
a nearly exclusive focus on social science to the scientific-technological approach of a
discipline that produces innovation and meaningful transfer of science and technology.
The Research, Development, and Innovation (RD & I) value chain means pursuing
these three endeavors in both the academic and professional lines of Educational
Psychology. It is a strategy of innovation that leads us to integrate academic or research
activity (R), research-related or professional scientific-technological development of
innovation (D) and transfer and entrepreneurship activity (I). Generating innovation and
transfer, applicable to educational contexts, can be an important stimulus of activity for
new practicing psychologists in Educational Psychology. The RD & I value chain can
become an academic, research-related or professional advantage in different activities,
since it pertains to the processes, products and services found in the sphere of
Educational Psychology. Several examples of how the RD & I chain can help improve
psychoeducational activities are presented. First, we analyze competitive improvements
that the RD & I chain can offer in competitive bids. Second, we give examples of the
RD & I chain in the development of new processes, products and services in Projects
of Innovation and Entrepreneurship in Educational Psychology, specifically illustrating the
chain in each case. In order for this conception to take shape, a new cross-functional
area must be created in professional and educational organizations. Specifically, this
means creating an RD & I Department, or some area that branches across the other
functions. The mission of this cross-functional unit is the actual implementation of the
RD & I chain in the educational organization, as well as an incentive for innovative
activities: use of ICT applications, organizational improvement, improved assessment,
analysis of information produced by the organization itself, cost-benefit analysis, strategic
decision-making processes, and so on.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1661-7827
Año:
2018
Vol.:
15
Págs.:
E2230
Autores:
Juan José (Autor de correspondencia); Catalina; Eduardo; et al.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2018
Vol.:
9
Págs.:
1492
In recent decades there have been significant changes in the conceptualization of
reading as well as in the perception of how this activity should be assessed. Interest
in the analysis of reading processes has led to the emergence of new explanatory
models based primarily on the contributions of cognitive psychology. In parallel, there
have been notable advances in measurement procedures, especially in models based
on Item Response Theory (IRT), as well as in the capacity and performance of specific
software programs that allow data to be managed and analyzed. These changes
have contributed significantly to the rise of testing procedures such as computerized
adaptive tests (CATs), whose fundamental characteristic is that the sequence of items
presented in the tests is adapted to the level of competence that the subject manifests.
Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts
are gradually offered allows for obtaining information about the type and degree of
support required to optimize the subject¿s performance. In this sense, the confluence of
contributions from DA and CATs offers a new possibility for approaching the assessment
of learning processes. In this article, we present a longitudinal research developed
in two phases, through which a computerized dynamic adaptive assessment battery
of reading processes (EDPL-BAI) was configured. The research frame involved 1,831
students (46% girls) from 13 public schools in three regions of Chile. The purpose of this
study was to analyze the differential contribution on reading competence of dynamic
scores obtained in a subsample composed of 324 (47% girls) students from third to sixth
grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic
processes. The results achieved in the structural equation modeling indicate a good
global fit. Individual relationships show a significant contribution of calibrated score that
Frontiers in Psychology | www.frontiersin.org 1 August 2018 | Volume 9 | Article 1492
fpsyg-09-01492 August 25, 2018 Time: 10:59 # 2
Navarro et al. Curriculum-Based Dynamic Computerized-Adaptive Assessment
reflects estimated knowledge level on reading competence, as well as dynamic scores
based on the assigned value of graduated prompts required by the students. These
results showed significant predictive values on reading competence and incremental
validity in relation to predictions made by static criterion tests.
Revista:
ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN:
1696-2095
Año:
2018
Vol.:
16
N°:
2
Págs.:
345-365
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.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2018
Vol.:
9
N°:
1932
Págs.:
1-14
Autores:
Mari Carmen (Autor de correspondencia); Paco; Angelica; et al.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2018
Vol.:
9
N°:
1370
Págs.:
1-14
Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to
measure the generalized ability to regulate behavior. Self-regulation is related to the
management of risk behaviors, such as drug abuse or anti-social behaviors. The SRQ
has been used in young adult samples. However, some risk behaviors are increasing
among adolescents. The aim of this study is to examine the psychometric properties of
the SRQ among Spanish adolescents.
Methods: 845 high-school Spanish students (N = 443; 52.43% women), from 12 to
17 years old and ranging from the first to the fourth year of studies, completed the
SRQ. A confirmatory factor analysis (CFA) was carried out in order to establish structural
adequacy. Then, a study of each subscale was conducted using the Rasch model
for dimensionality, adjustment of the sample questions, functionality of the response
categories, and reliability.
Results: While controlling for method effects, the data showed goodness of fit with
the four-factor solution and 17 items (Goal setting, Decision making, Learning from
mistakes, and Perseverance), and the four sub-scales were unidimensional according to
the Rasch analysis. The Rasch model itself was shown to be reliable, but not at the level
of persons. This means that the instrument was not sensitive enough to discriminate
people with different self-regulation levels.
Discussion: These results support the use of the Spanish Short SRQ in adolescent
samples. Some suggestions are made to improve the instrument, particularly in its
application as a diagnostic tool.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2017
Vol.:
8
N°:
232
Págs.:
1-19
Revista:
ESE. ESTUDIOS SOBRE EDUCACIÓN
ISSN:
1578-7001
Año:
2017
Vol.:
32
Págs.:
9 - 26
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2017
Vol.:
8
N°:
612
Págs.:
1-11
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2017
Vol.:
8
N°:
1800
Págs.:
1-14
The competency for interacting with alcohol is a highly useful Educational Psychology
model for preventing and for understanding the different behavioral levels of
this interaction. Knowledge of facts, concepts and principles about alcohol use,
self-regulated behavior, and attitudes toward alcohol are predictive of adequate
interaction with alcohol. The objective of this study was to empirically evaluate this
postulated relationship. A total of 328 Spanish adolescents participated, between the
ages of 12 and 17. All were enrolled in 1st¿4th year of compulsory secondary education,
in the context of the ALADO Program for prevention of alcohol intake in adolescents.
An ex post facto design was used, with inferential analyses and SEM analyses. Results
show an interdependence relationship, with significant structural prediction between the
behavioral levels defined and the level of alcohol intake, with principles, self-regulating
control and attitudes carrying more weight. Analyses are presented, as are implications
for psychoeducational intervention using preventive programs based on this competency
model.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2017
Vol.:
8
N°:
1675
Págs.:
1-14
The Theory of Self- vs. Externally-Regulated LearningTM has integrated the variables of
SRL theory, the DEDEPRO model, and the 3P model. This new Theory has proposed: (a)
in general, the importance of the cyclical model of individual self-regulation (SR) and of
external regulation stemming from the context (ER), as two different and complementary
variables, both in combination and in interaction; (b) specifically, in the teaching-learning
context, the relevance of different types of combinations between levels of self-regulation
(SR) and of external regulation (ER) in the prediction of self-regulated learning (SRL), and
of cognitive-emotional achievement. This review analyzes the assumptions, conceptual
elements, empirical evidence, benefits and limitations of SRL vs. ERL Theory. Finally,
professional fields of application and future lines of research are suggested.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2017
Vol.:
8
N°:
276
Págs.:
1-11
Revista:
ANALES DE PSICOLOGÍA
Año:
2016
Vol.:
32
N°:
2
Págs.:
457-465
El Estilo Acción-Emoción (EAE) es un constructo psicológico de
tipo motivacional-afectivo referido a la motivación de logro, basado en el
Patrón de Conducta tipo A (PCTA), característico de los alumnos, en interacción
con situaciones de estrés. La combinación de la competitividad y
la sobrecarga laboral, con las emociones de la impaciencia y hostilidad,
conduce a una clasificación en cinco categorías de estilo de acciónemoción
(Tipo B, tipo Impaciente-hostil, Tipo Medio, Tipo CompetitivoSobrecarga
Laboral y Tipo A). El objetivo de la presente investigación fue
establecer la relación entre las características del EAE con los enfoques de
aprendizaje (enfoque profundo y enfoque superficial) y las estrategias de
afrontamiento (centradas en la emoción y centradas en el problema). La
muestra estuvo compuesta por 225 estudiantes del Programa de Licenciatura
en Psicología. Se realizaron análisis de correlaciones bivariados de
Pearson y análisis multivariados. Los resultados mostraron una asociación
positiva y significativa de las características de la competitividad-sobrecarga
con el enfoque profundo y las estrategias centradas en el problema, así
como de la impaciencia-hostilidad con el enfoque superficial y las estrategias
centradas en la emoción. El nivel de estilo de acción-emoción tuvo un
efecto principal significativo. Los resultados obtenidos verifican las hipótesis
planteadas referidas a la relación entre el estilo de acción-emoción, los
enfoques de aprendizaje y las estrategias de afrontamiento.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2015
Vol.:
6
N°:
339
Págs.:
1-25
The present investigation examines how personal self-regulation (presage variable)
and regulatory teaching (process variable of teaching) relate to learning approaches,
strategies for coping with stress, and self-regulated learning (process variables of
learning) and, finally, how they relate to performance and satisfaction with the learning
process (product variables). The objective was to clarify the associative and predictive
relations between these variables, as contextualized in two different models that use
the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of
1101 university students participated in the study. The design was cross-sectional and
retrospective with attributional (or selection) variables, using correlations and structural
analysis. The results provide consistent and significant empirical evidence for the
relationships hypothesized, incorporating variables that are part of and influence the
teaching¿learning process in Higher Education. Findings confirm the importance of
interactive relationships within the teaching¿learning process, where personal selfregulation
is assumed to take place in connection with regulatory teaching. Variables
that are involved in the relationships validated here reinforce the idea that both personal
factors and teaching and learning factors should be taken into consideration when
dealing with a formal teaching¿learning context at university.
Revista:
INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN:
0214-9877
Año:
2014
Vol.:
1
N°:
4
Págs.:
197-208
Revista:
ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN:
1696-2095
Año:
2014
Vol.:
12
N°:
3
Págs.:
717-746
Revista:
THE SPANISH JOURNAL OF PSYCHOLOGY
ISSN:
1138-7416
Año:
2014
Vol.:
17
N°:
E62
Págs.:
1-8
The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The
instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive
symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ,
extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning
and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version
was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned
sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory.
In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement
model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis.
The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish
context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to
self-regulated learning (r = .40, p < .01) and students¿ grades (r = .15, p < .01). Differences from other studies done in
North America are discussed, as well as similarities to a study from North-West University (in South Africa).
Revista:
ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN:
1696-2095
Año:
2014
Vol.:
12
N°:
3
Págs.:
597-620
Introduction. The 3P and DEDEPRO Models predict interactive relationships among presage,
process, and product variables through teaching and learning of self-regulation. The
DEDEPRO Model has established different possibilities for interaction between student characteristics
of self-regulation and external characteristics of regulatory teaching. The aim of
this investigation is empirical validate the model of four interaction types.
Method. The sample included 765 undergraduate students from two universities in the south
of Spain. Using an ex post-facto design, the date collection was obtained from three validated
instruments: Self-regulation scale (SRQ), the Scales for Assessment of the Teaching-Learning
Process (ATLP-S) and the Academic Behaviour Confidence (ABC) scales at two different
points in time. Academic performance was evaluated through the final grade for each subject
area. Multivariate Analyses were used and from Structural Equation Modelling was used to
explore possible causal relationships.
Results. Results offer evidence for a consistent, four-fold interaction typology and empirical
causal model, thus giving significant confirmation of the proposed rational model. As predicted,
the most significant of these interactions was the student¿s self-regulation with regulatory
instruction.
Conclusion. The best type of interaction is high personal self-regulation with a highly regulated
teaching-learning process, yielding high performance and academic confidence.
Keywords: DEDEPRO Model, Personal Self-Regulation, Regulatory teaching, Self-Regulated
Learning, Achievement, Academic Confidence.
Revista:
INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN:
0214-9877
Año:
2014
Vol.:
1
N°:
4
Págs.:
187-196
Revista:
INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN:
0214-9877
Año:
2014
Vol.:
1
N°:
4
Págs.:
175-186
ional context self-regulated learning is the construct more studied. For this, there are a scarcity of
studies that seek to establish relationships between personal self-regulation and other educational
variables. We aim to delimit the relationships between personal self-regulation (Presage variable)
and different process variables: approaches to learning, self-regulated learning and coping strategies,
establishing the importance of these variables in future research in meta-cognition.
Method. A total of 1101 students participated in the study (university and candidate students).
The analyses made to meet the proposed objectives and test hypotheses were: Association analysis
through Pearson bivariate correlations (Association objectives and hypotheses); linear regression
analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with
Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses).
Results. A significant associative relationship appeared between self-regulation and learning
approaches and self-regulated learning; and negative correlation with emotion-focused coping
strategies. The different levels of personal self-regulation (presage learning variable) determine of
the type of learning approach and of coping strategies.
Discussion and Conclusions. The importance of personal self-regulation that determines the
degree of cognitive self-regulation during the process of university learning; the relationship
between personal self-regulation and the type and quantity of coping strategies, and the relationship
between self-regulated learning and coping
Revista:
INFANCIA Y APRENDIZAJE
ISSN:
1578-4126
Año:
2013
Vol.:
36
N°:
3
Págs.:
375-385
The 3P and DEDEPRO Models predict interactive relationships among presage, process, and product variables in
teaching and learning. This study examines the effects of a teacher training programme in regulatory teaching-learning
strategies on students¿ perception of the two processes. The sample included 737 undergraduate students and 12 teachers
from two universities in southern Spain. Using a quasi-experimental design, data was collected using three validated
instruments: The Scales for Assessment of the Teaching-Learning Process, student version (ATLP-S), the Scales for
Interactive Assessment of the Teaching-Learning Process (IATLP) and the Experiences of Teaching and Learning
questionnaire (ETLQ). MANOVAs and structural equation analysis were applied. As predicted, results offer evidence for
a consistent effect of the training, in interaction with the level of regulation in teaching, on university students¿ perception
of regulatoryteaching, of self-regulated learning and on their level of satisfaction. Implications for the trainingof university
teachers are discussed.
Revista:
REVISTA DE PSICODIDACTICA
ISSN:
1136-1034
Año:
2013
Vol.:
18
N°:
2
Págs.:
375-393
The aims of this research were: (1) Interdependence between academic confidence with approach to
learning and achievement, by gender; (2) Model the relationship between the confidence academic,
approach to learning and academic outcome. Data from 2429 psychology undergraduate students from
three universities (two in Spain and one in the UK) was analysed using parametric tests of difference
and structural equation modelling. Working with the ABC scale, the revised study process questionnaire
two factor (R-SPQ-2) scale and academic performance measured by grade point average (GPA). The
results showed that male students had higher levels of verbalising confidence. The female students
showed higher confidence in studying and attendance and a lower surface approach to learning. Higher
confidence was associated with a deep approach to learning but not directly with GPA scores. The
implications are discussed.
Revista:
PSICOTHEMA
ISSN:
0214-9915
Año:
2012
Vol.:
24
N°:
2
Págs.:
330-336
The aim of this study was to analyze the exploratory and confi rmatory structure, as well as other
psychometric properties, of the Cuestionario de Problemas de Convivencia Escolar (CPCE; in
Spanish, the Questionnaire on School Maladjustment Problems [QSMP]), using a sample of Spanish
adolescents. The instrument was administered to 60 secondary education teachers (53.4% females and
46.6% males) between the ages of 28 and 54 years (M= 41.2, SD= 11.5), who evaluated a total of 857
adolescent students. The fi rst-order exploratory factor analysis identifi ed 7 factors, explaining a total
variance of 62%. A second-order factor analysis yielded three dimensions that explain 84% of the
variance. A confi rmatory factor analysis was subsequently performed in order to reduce the number
of factors obtained in the exploratory analysis as well as the number of items. Lastly, we present the
results of reliability, internal consistency, and validity indices. These results and their implications
for future research and for the practice of educational guidance and intervention are discussed in the
conclusions.
Revista:
PSYCHOLOGY LEARNING & TEACHING
ISSN:
1475-7257
Año:
2011
Vol.:
10
N°:
1
Págs.:
11-24
Research has shown that UK university students¿ confidence in engaging with their academic studies
can be usefully measured using the Academic Behavioural Confidence (ABC) scale. The scale is best
considered as a 17-item scale measuring confidence towards grades, studying, verbalising and
attendance. A substantial collaborative study with research partners in Spain created the need for the
ABC scale to be translated into Castellan Spanish, providing an opportunity to carry out a cross-cultural
validation of the scale. A total of 2,056 Spanish psychology students from the universities of Almería
and Granada in south-eastern Spain completed an appropriately translated version of the ABC scale.
Exploratory and confirmatory factor analysis showed that the four-subscale structure derived from
equivalent UK students was still the best description of the data, although the fit of the four-factor
model to the Spanish data was not quite as good as it had been with an equivalent UK sample. Possible
explanations for the poorer fit are discussed. A further opportunity arose to validate the Spanish
version of the ABC scale against the Revised Two-Factor Study Process Questionnaire. The findings
showed that the ABC subscales of Grades, Studying and Verbalising significantly correlated with a deep
approach to learning, as predicted, although it is noted that the correlation coefficients, whilst
significant (p < .01), were again not as high as seen with the UK student data. It is nevertheless argued
that the ABC scale in both its Spanish and English versions is a useful way of understanding students¿
orientation to their university study, and can be used in research, as a diagnostic tool or to aid tutors in
creating more effective learning opportunities for their students.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2011
Vol.:
2
N°:
28
Págs.:
1-10
Introduction: In the present study, we investigated the potential factors that influenced the
level of students satisfaction with the teaching¿learning process (TLP), from the perspective
of students participating in the European Credit Transfer System (ECTS) experience. Method:
A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an
evaluation of their class discipline area. They completed the new revised protocol for evaluating
the ECTS experience. Analyses of variance were carried out, taking the following factors as
independent variables: student¿s grade average, year in school, study discipline, credit load in
terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was
used as the dependent variable. Results: The data analyses showed variability of the degree
of statistically significance among the factors that influenced students¿ perceptions of the TLP.
These factors included: Student¿s grade average (in favor of high performers), year in school
(in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and
e-learning (in favor of its use). These research findings provided evidence to explore the delineation
of a potential profile of factors that trigger a favorable perception of the TLP. Discussion and
Conclusion: The present findings certainly have implications to deepen our understanding
of the core beliefs, commitment, and the experience in shaping the implementation of the
European Higher Education Area through the ECTS.
Revista:
PSICOTHEMA
ISSN:
0214-9915
Año:
2010
Vol.:
22
N°:
2
Págs.:
278-283
Revista:
PAPELES DEL PSICOLOGO
ISSN:
0214-7823
Año:
2010
Vol.:
31
N°:
2
Págs.:
162-170
Current academic and professional reality in Psychology has brought the pursuit of undergraduate and graduate qualifications
to an important crossroads. The objective of this study is to explain the need to adopt an integrated approach, both academic
and professional, in order to construct a single scientific/technological model that underpins work in psychology in today¿s
knowledge-based society. First, through a consideration of the academic and professional changes affecting the field of
psychology, we identify the current parameters of Educational Psychology, giving special emphasis to scientific/technological
factors. Next, we review the different professional areas of Educational Psychology, and propose R&D&I activity as an element
that should represent a common theme running throughout Educational and School Psychology for the 21st century. Finally,
we offer examples of the components of this new area of work in Educational Psychology, which link it with the classical fields
of the discipline. We conclude by pointing out the need to analyze today¿s reality, in its scientific-technological, academic and
professional aspects, with a view to making R&D&I an integral part of Psychology in general and of Educational Psychology
in particular. To this end, we postulate a Strategic Action Programme to meet the challenges facing Psychology as a science
and as a profession
Revista:
ESE. ESTUDIOS SOBRE EDUCACION
ISSN:
1578-7001
Año:
2010
Vol.:
19
Págs.:
31-52
Esta investigación evaluó si un programa de
mindfulness (conciencia plena) producía una reducción
en el cansancio emocional y burnout, y mejora en el
engagement académico, en estudiantes universitarios.
Se utilizó un diseño experimental, con medidas pretest,
postest y seguimiento. Los análisis estadísticos mostraron
diferencias significativas, a favor del grupo experimental,
en todas las variables, observándose una reducción
significativa del cansancio emocional y el
burnout, e incremento del engagement académico.
Las medidas de seguimiento mostraron que estos resultados
se mantuvieron a los seis meses. Se discute la
importancia y la utilidad de las técnicas de mindfulness
en el sistema educativo universitario.
Revista:
AULA DE INNOVACION EDUCATIVA
ISSN:
1131-995X
Año:
2010
N°:
192
Págs.:
11-14
Revista:
PSICOTHEMA
ISSN:
0214-9915
Año:
2010
Vol.:
22
N°:
4
Págs.:
806-812
Revista:
ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN:
1696-2095
Año:
2010
Vol.:
8
N°:
2
Págs.:
815-840
Capítulos de libros
Libro:
The psychology of self-regulation
Lugar de Edición:
New York
Editorial:
Nova Publisher
Año:
2022
Págs.:
385 - 398
Libro:
Teaching and Learning: Principles, Approaches and Impact Asessment
Lugar de Edición:
New York
Editorial:
Nova Science Publishers, Inc
Año:
2016
Págs.:
131-150
Libro:
Early Childhood Education: teachers¿s perspectives, efective programs and impact in cognitive development
Lugar de Edición:
New York
Editorial:
NOVA PUBLISHER
Año:
2015
Págs.:
13-36
Libro:
Academic Performance: Student Expectations, Environmental Factors and Impacts on Health
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2015
Págs.:
77-89
Introduction: In this chapter, we want to examine certain variables typical of clinical
perspectives, but applying them within the sphere of educational psychology to the
teaching-learning process. Personal self-regulation is a construct which is defined as a
person¿s ability to plan, monitor and direct his or her behavior in changing situations.
Coping strategies can be defined as behavioral and cognitive efforts that are carried out
in order to deal with stress, so as to resolve both external and internal stress-generating
demands. Context of stress refers to different situations that contextualize the teachinglearning
process: university students and professional exam candidates. The objective of
the present research is to establish how personal self-regulation and different contexts of
stress produce differences in the coping strategies used by students, whether university
students or guaduates who are preparing for competitive exams.
Method: A total of 243 students from the University of Almeria (Spain) or who were
preparing for competitive exams participated in the study. The measures used were: (1)
Personal self-regulation, through the Short Self-Regulation Questionnaire SSRQ in its
Spanish version; (2) Coping strategies, through the Coping Strategies Spanish Scales, in
Complimentary Contributor Copy
78 Jesús de la Fuente, Lucía Zapata Sevillano and José Manuel Martínez-Vicente
their original version. The analyses made were association analysis, though Pearson
bivariate correlations, cluster analysis, and MANOVAs with an ex post-facto design.
Results: The context of stress has an effect on coping strategies, but it depends on the
student¿s level of self-regulation. In this study, the university students use more problemfocused
strategies (positive reappraisal and firmness) and the competitive exam
candidates use more emotion-focused strategies (reduction of anxiety and avoidance and
emotional venting and isolation).
Conclusion: Evidence is offered to defend that the competitive exam situation
produces strong emotional reactions that must be dealt with effectively in order to enable
one to study more successfully. With this result we can focus intervention strategies on
different kinds of students, whether university students or professional exam candidates.
Libro:
Progress in Education.
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2015
Págs.:
63-76
The intent of this chapter is to demonstrate current possibilities of online assessment
and intervention systems for addressing the problems of university students in coping
with maladjusted achievement emotions (stress, anxiety, burnout, etc.). Through an
online tool, the Educational Psychologist can provide an individualized online selfassessment
system for each student. The system responds in real time with behavioral
strategies for self-help and improvement. In our experience, this online self-help system
has proved to be useful and effective in detecting and offering a first response to mental
health problems associated with academic stress at university, and it can be extrapolated
to other fields and uses by other mental health professionals.
Libro:
Advances in Psychology Research
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2015
Págs.:
Chapter 2
Libro:
Coping Strategies and Health
Editorial:
NOVA SCIENCE PUBLISHERS (USA)
Año:
2015
Págs.:
27-41
The university academic context can be a variable that induces stress
and mental health problems. Several motivational-affective variables,
¿ Corresponding author: Jesús de la Fuente, Ph D., Department of Psychology, Developmental
and Educational Psychology Area, Faculty of Psychology, University of Almería, Carretera
de Sacramento s/n, 04120 La Cañada de San Urbano, Almería, Spain. E-mail: jfuente@ual.
es, tel: +34 950015354.
Complimentary Contributor Copy
28 J. de la Fuente, J. Manuel García Torrecillas and S. Rodríguez Vargas
such as coping strategies, can help buffer this problem. The present
research objective was to establish the relationship between coping
strategies, test anxiety, and academic burnout-engagement. A total of 200
university students participated (148 women and 52 men), from the
second and fourth years of a Psychology degree program. The mean age
of participants was 21.06 years (SD = 3.10). An ex post-facto
correlational and inferential design was used, with several Pearson
bivariate correlations and MANOVAs carried out among the different
variables. Coping strategies, focused on emotions vs. on the problem,
showed consistent associations (positive and negative, respectively) with
test anxiety, burnout and engagement. Levels (high, medium, low) of use
of emotion- vs. problem-focused coping strategies were interdependent
with levels of test anxiety and burnout, but not with engagement. This
information can help in the development of future interventions to
improve coping strategies in our students, within the university setting
Libro:
Handbook on Bullying: prevalence psychological impacts and intervention strategies
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2014
Págs.:
91-107
Introduction. Bullying is one of today¿s biggest problems in Public Health. It occurs very
frequently, especially in adolescence, and action is needed to lessen its causes and alleviate its
consequences. Research has shown that behavior problems usually interact with other risk and
protection factors, as well as with factors of etiological development. The objective of this
investigation was to establish a hypothetical relationship between personal self-regulation,
resilience, coping strategies and engagement-burnout, which would serve as a foundation for
new lines of intervention at university.
Method. A total of 253 university students participated in this research. Assessment
questionnaires for personal self-regulation, coping strategies, resilience and positive-negative
emotionality were completed on an anonymous, voluntary basis during class time, at different
points during the 2012-2013 academic year. Correlation analyses and structural analysis were
performed, using an ex post-facto design.
Complimentary Contributor Copy
92 Jesús de la Fuente, Lucía Zapata, M. Mariano Vera et al.
Results. Results showed significant association relationships between self-regulation and
resilience, between resilience and type of coping strategies used to cope with stress, and
between resilience and burnout-engagement.
Discussion and conclusions. Greater personal self-regulation is significantly associated
and interdependent with a greater level of resilient behavior, and resilient behavior in turn is
similarly related to more problem-focused coping strategies, and more engagement behavior
in dealing with stressful situations. The results suggest a line of research for skill-training
programs as a means to deal with bullying. This evidence should be applied to intervention
programs, both for training in personal self-regulation, and for implementing resilient
behaviors and coping strategies with engagement behavior for managing this type of stressful
situation. Future investigations should explore this line of work, which has not been fully
considered to date.
Libro:
Student Learning: Improving Practice
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2013
Págs.:
139-149
Introduction. The Action-Emotion Style (AES) is the combination of competitiveness
and overwork characteristics, with emotions of impatience and hostility, based in the
construct Type-A Behavior Pattern. Test Anxiety is an emotional reaction involved in
adaptive or maladaptive processes when facing adverse or dangerous events. Resilience
has been defined as a person or group¿s capacity to continue moving forward toward the
future, despite destabilizing events, difficult life conditions and sometimes serious
traumas. The objective of the present research is to establish the relationship between
characteristics of action-emotion style with test anxiety and the resilience constructs.
Method. The sample was composed of 121 students of the Psychology Degree
Program at the University of Almería. The measures used were: (1) The Jenkins Activity
Survey for students-Form H (JASE-H), Spanish version, designed to measure AES. (2)
Test Anxiety Inventory (TAI-80), Spanish version. This questionnaire is a reduced,
validated adaptation of the State Trait Anxiety Inventory (STAI). (3) Resilience, the
Connor-Davison Resilience Inventory, Spanish version was used. Pearson correlation
analyses, ANOVAs and MANOVAs were used to analyse data.
Results. Results showed: (1) Significant positive association between both
competitive-hardworking and impatience-hostility, and test anxiety; (2) significant
positive association between competitive-hardworking characteristics and resilience, and
a negative association between impatience-hostility and resilience. The level of actionemotion
style had a significant main effect.
Conclusion. Evidence is offered to defend the value of the construct AES for
detecting possible learning difficulties stemming from students¿ experience of
Complimentary Contributor Copy
140 Jesús de la Fuente, María Cardelle-Elawar, Paul Sander et al.
achievement motivation and of certain negative feelings while learning at university,
especially in stressful situations.
Libro:
Handbook of Academic Performance : predictors, learning strategies and influences of gender
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2013
Págs.:
205-217
Introduction: Coping Strategies and Resilience have emerged as two variables that
determine behavior when facing stress in academic situations. Current research examines
their role among other motivational-affective variables of a cognitive type. The objective
of this study was to establish how the gender of university students relates to strategies
for coping with stress and to resilience. An interdependence relationship was
hypothesized between students¿ gender and the type of coping strategies used, and
between gender and resilience behavior.
Method: The participants were 243 students from the Psychology degree program at
the University of Almería (Spain). An ex post-facto design was used. The assessment
instruments were: (1) for Coping Strategies, the Escalas de Estrategias de Coping, a
Spanish version of the Coping with Stress Questionnaire by Lazarus and Folman (Chorot
& Sandín, 1987, Sandín & Chorot, 2003), assessing coping strategies that either focus on
the problem or focus on emotion, when managing academic stress; (2) for Resilience, the
CD-RISC inventory, Spanish version (Connor & Davidon, 2003). The latter is a likerttype
scale made up of 25 items and five factors: (1) personal competence, high standards
and tenacity, (2) tolerance of negative affect and strengthening effects of stress, (3)
positive acceptance of change, and secure relationships, (4) control and (5) spiritual
influences. Cluster analyses, correlation and ANOVAs were performed.
Results: Significant differences appeared in the variables assessed as a function of
gender. Female university students scored higher on total coping strategies, and on
The license for this PDF is unlimited except that no part of this digital document may be
reproduced, stored in a retrieval system or transmitted commercially in any form or by any
means. The publisher has taken reasonable care in the preparation of this digital document,
but makes no expressed or implied warranty of any kind and assumes no responsibility for
any errors or omissions. No liability is assumed for incidental or consequential damages in
connection with or arising out of information contained herein. This digital document is sold
with the clear understanding that the publisher is not engaged in rendering legal, medical or
any other professional services.
206 J. de la Fuente, M. Cardelle-Elawar, J. M. Martínez-Vicente et al.
coping strategies focused on emotion and on the problem. As for resilience, male students
had higher scores in withstanding stress, while female students scored higher on the
spirituality factor.
Discussion: The results provide evidence of the importance of coping strategies and
resilience in the life of the university student, according to students¿ gender. Furthermore,
they concur with other prior evidence. An important line of research is thus marked out
for the study of motivational and affective variables involved in how university students
learn.
Libro:
Theory and Method in Higher Education Research
Lugar de Edición:
LONDON
Editorial:
Emerald Group Publishing Limited
Año:
2013
Págs.:
219-241
This chapter argues that there are many, just many many variables which
contribute to academic performance as measured in degree outcome, and,
as such, simple bivariate analysis is inappropriate. We use structural
equation modelling, and explore the contribution of academic behavioural
confidence, to make the point that it does contribute to academic
performance, but to a lesser extent than self-efficacy theory argues. We
suggest that this is because degree outcome is made up of many efficacy
variables, which we argue are better captured overall in academic
behavioural confidence.
Libro:
Learning Strategies, Expectations and Challenges
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2012
Págs.:
93-107
Introduction. Academic Confidence and Gender have emerged as variables that
determine cognitive behavior while learning. At present, research examines their role as
types of motivational-affective variables. The objective of this study was to establish
dependence relationships of academic confidence and gender with Perception of the
teaching-learning process. We hypothesized a dependence relationship and joint effect of
students¿ level of academic confidence and their gender on their perception of the
teaching-learning process.
Method. A total of 494 university students from the Psychology Degree programs at
the University of Almeria (Spain) and Cardiff Metropolitan University (UK) participated
in the study. The Academic Behavioural Confidence Scale, ABC (2009) was used to
measure academic confidence. This questionnaire contains four subscales and has
acceptable reliability and validity values. Perception of the teaching-learning process was
assessed through the Interactive Assessment of Teaching Learning Process Scale, IATLP
(2009), shown to have consistent psychometric properties.
Results. Overall, there was a significant effect of the level of academic confidence on
perception of the teaching-learning process. More specifically, there was a significant
effect of the level of academic confidence on the level of students¿ satisfaction with the
learning process. Likewise, gender had a significant effect on self-regulated learning, in
favor of the female students. As for interactions, greater levels of academic confidence in
the female students were associated with a perception of the teaching as more regulatory.
However, greater academic confidence in male students did not result in the perception of
more regulatory teaching.
The license for this PDF is unlimited except that no part of this digital document may be
reproduced, stored in a retrieval system or transmitted commercially in any form or by any
means. The publisher has taken reasonable care in the preparation of this digital document,
but makes no expressed or implied warranty of any kind and assumes no responsibility for
any errors or omissions. No liability is assumed for incidental or consequential damages in
connection with or arising out of information contained herein. This digital document is sold
with the clear understanding that the publisher is not engaged in rendering legal, medical or
any other professional services.
94 Jesús de la Fuente and Paul Sander
Discussion. The most interesting effect¿which re-appears in several later results¿is
the interaction of the level of academic confidence and gender. This effect has been given
the label ¿delta effect¿ by the authors. Its importance for understanding university
teaching and learning is discussed in terms of the variables analyzed.
Libro:
Fostering self-regulated learning through ICTS
Editorial:
InformatIon scIence reference
Año:
2011
Págs.:
39-53
Libro:
Higher Education in a State of Crisis
Lugar de Edición:
NEW YORK
Editorial:
NOVA PUBLISHER
Año:
2011
Págs.:
205-222
The DEDEPRO® Model, having emerged from the 3P Model of Presage-ProcessProduct,
makes the contribution of other specific interaction relationships among the
presage variables (personal self-regulation), process variables (design and development
of regulated teaching and learning) and product variables (satisfaction, performance and
competencies). Such relationships can help us analyze with greater precision the different
interaction typologies that are present in the teaching and learning processes of Higher
Education.
The objective of this chapter is two-fold. The first aim is to analyze and delimit
possible hypothetical relationships, based on existing empirical evidence. The second aim
is to establish the implications of such relations for analyzing and improving the design
and development of the teaching-learning process in Higher Education, so as to ensure a
good product (satisfaction and performance), according to the different types of students
and different types of interactions that may be produced in this sphere.