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.

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.

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.

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.

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.

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.

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. ...

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.

This monograph has allowed us to present a psychoeducational view of the effects of the COVID-19 pandemic. We confirm here that research in education contributes its own evidence and specific models for identifying this problem. The first paper gives us a general overview and review of the problem (Cachón-Zagalaz et al.). Next, a joint editorial paper presents a novel theoretical model that provides for a purely psychoeducational analysis of the pandemic (de la Fuente, Kauffman, et al.). A second group of articles presents the psychological and emotional impact of the COVID-19 pandemic in students of different ages. Several papers address university students (Fernández-Castillo). Next, other research studies address the preuniversity level, in childhood and adolescence (Andrés-Romero et al.; Berasategi et al.; Martarelli et al.; Valadez et al.; Zaccoletti et al.). Finally, two studies show the psychological impact on students with specific educational needs (Lavigne-Cerván et al.; Soriano-Ferrer et al.). One especially relevant aspect is the behavioral change in technology use during the pandemic (Nieto-Escamez and Roldán-Tapia; Obrero-Gaitán et al.; Provenzi et al.; Yang et al.). Other changes in the teaching-learning process have also come about during this period (Buško and Bezinovi¿c; de la Fuente et al.; Jeli¿nska and Paradowski; Xu et al.; Ozamiz-Etxebarria et al.). An interesting closing paper offers the perspective of psychoeducational support that has been provided during the pandemic (Karaman et al.). Frontiers

The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples of research on the characteristics of Innovation and Entrepreneurship, whether as a review (Sánchez-García et al.), an analysis of a personal factor that is predictive of this activity (Arco-Tirado et al.), the role of psychological characteristics (Hu et al.), and even a tool for assessing this construct (Cuesta et al.). Other articles document evidence of technological development. In primary education, evidence is presented about an app for learning mathematics (Mera et al.) and about a technological tool for assessing reading competence (Navarro et al.). In secondary education, we find evidence of online prevention of cyberbullying in adolescence (Garaigordobil and Martínez-Valderrey), as well as the characteristics and structure of an online tool for preventing alcohol intake in adolescence (de la Fuente et al.). In university education, we witness the effects of using technological tools during learning (Sáez-Manzanares et al.) and the use of another technological tool for assessing stress in university students (de la Fuente et al.). Finally, pure research has been applied to the field of intracranial stimulation for musical perception (Sánchez-Kuhn et al.). In conclusion, other studies show examples of transfer activities, the central vision of Leadership and Entrepreneurship (Palazzeschi et al.), the effects of training for this activity in the workplace (Ho et al.) and a market study (Wan et al.).

La Psicología de la Educación es una disciplina psicológica centrada en el estudio y la comprensión de los fenómenos educativos, de cualquier ámbito y tipología. Tiene una gran trayectoria investigadora internacional, con aportaciones relevantes para el campo académico y profesional del Psicólogo Educativo (APA, División 15). Sin embargo, el desconocimiento de tales aportaciones específicas ha llevado consigo una notable confusión actual de los ámbitos de investigación psicoeducativo, educativo, didáctico o psicopedagógico. Este manual pretende contribuir a que el investigador novel o el alumnado en formación sepan ubicarse en el ámbito disciplinar y profesional de la investigación psicoeducativa. Para ello se aportan elementos disciplinares, contenidos, enfoques, resultados y campos emergentes de investigación, con la esperanza de contribuir a revalorizar y posicionar con mayor claridad el perfil académico y profesional psicoeducativo, bastante diluido dentro del perfil general de la investigación y la orientación educativa española.

El Programa ALADO está diseñado para contribuir a que adolescentes y alumnado de la ESO y Bachillerato puedan aprender a gestionar su contacto con situaciones de alcohol. Basado en las investigaciones más recientes, respecto al efecto del alcohol en el cerebro inmaduro y la importancia de la autorregulación personal, como elemento nuclear del desarrollo, pretende ayudar a que el alumnado de esta edad, mejore su competencia en autonomía personal y en cuidado de su salud. Su versatilidad le permite ser utilizado, tanto en contextos formales, que requieren la Guía Docente que se adjunta, como en otros, no formales e informales, más flexibles y susceptibles de provocar un efecto mayor en los procesos educativos. Es importante señalar que esta publicación es la Propuesta Docente General del Programa ALADO, desarrollado parcialmente, en su versión online (www.alado.es). Por ello, la estructura y el orden no es coincidente en su totalidad. El Manual está estructurado en dos partes. La primera, en donde se presenta el diseño de enseñanzaaprendizaje, y la segunda, en donde se ejemplifican nueve lecciones-tipo desarrolladas. Vistos los datos arrojados por el Programa- en fase actual de análisis y difusióny los efectos empíricos del mismo, animamos a colectivos, instituciones y familias a utilizarlo en los procesos educativos de sus hijos adolescentes. La labor preventiva en insustituible para afrontar este reto de lograr jóvenes que sepan gestionar adecuadamente su contacto con el alcoho

El Programa ALADO está diseñado para contribuir a que adolescentes y alumnado de la ESO y Bachillerato puedan aprender a gestionar su contacto con situaciones de alcohol. Basado en las investigaciones más recientes, respecto al efecto del alcohol en el cerebro inmaduro y la importancia de la autorregulación personal, como elemento nuclear del desarrollo, pretende ayudar a que el alumnado de esta edad, mejore su competencia en autonomía personal y en cuidado de su salud. Su versatilidad le permite ser utilizado, tanto en contextos formales, que requieren la Guía Docente que se adjunta, como en otros, no formales e informales, más flexibles y susceptibles de provocar un efecto mayor en los procesos educativos. Es importante señalar que esta publicación es la Propuesta Docente General del Programa ALADO, desarrollado parcialmente, en su versión online (www.alado.es). Por ello, la estructura y el orden no es coincidente en su totalidad. El Manual está estructurado en dos partes. La primera, en donde se presenta el diseño de enseñanza-aprendizaje, y la segunda, en donde se ejemplifican nueve lecciones-tipo desarrolladas. Vistos los datos arrojados por el Programa- en fase actual de análisis y difusión- y los efectos empíricos del mismo, animamos a colectivos, instituciones y familias a utilizarlo en los procesos educativos de sus hijos adolescentes. La labor preventiva en insustituible para afrontar este reto de lograr jóvenes que sepan gestionar adecuadamente su contacto con el alcohol.

El análisis teórico-metodológico que se realiza en este manual se dirige principalmente a mostrar la evidencia empírica del modelo DIDEPRO, así como a sugerir relaciones y resultados que se esperan tras la revisión analítica realizada. En la consecución de estos fines, este manual se estructura en cuatro capítulos. El capítulo primero contiene los planteamientos teóricos de la enseñanza/aprendizaje en la universidad que se desprenden de la perspectiva cognitiva, concretamente de dos teorías actuales sobre el aprendizaje académico: el aprendizaje autorregulado y los enfoques de aprendizaje. Finalmente, se describe la construcción y estructura del Modelo DIDEPRO, sus fuentes teóricas y empíricas. El resto de capítulos -segundo, tercero y cuarto- responden a los momentos presagioproceso-producto, respectivamente. De modo general, se hace una aclaración de algunos constructos, conceptos y variables incluidos en cada momento del modelo, añadiendo una revisión de las investigaciones existentes sobre cada momento. Así, en el capítulo Introducción 5 segundo se definen y delimitan las características personales (edad, género y autorregulación personal) y contextuales (nacionalidad, universidad y titulación) incluidas en el momento presagio y se presentan los hallazgos de las investigaciones sobre las variables presagio en relación con otras variables del aprendizaje (pertenecientes al momento proceso).

In recent years, self-regulated learning has been one of the most prolific research topics in the field of Psychology and Education. Researchers in this field rely on benchmark studies beginning with the now classic work by Zimmerman and Schunk (2001), and continuing through the most recent studies (Dettori & Persico, in press; Schunk & Zimmerman, 2008, Zimmerman, 2008), not to mention studies produced by Pintrich (Boekaerts, Pintrich & Zeidner, 2000) until the time of his passing (Limón, 2004). The collateral impact of this topic on other lines of research has been significant, with influence in areas related to development, learning, teaching (Valle, Núñez, Cabanach, González-Pienda & Rodríguez, 2008), and competencies (Elliot & Dweck, 2007) This scientific production has progressively expanded to different spheres of both theory and application. The objective of this International Handbook on Applying Self-Regulated Learning in Different Settings is to give an overview of the current state of research and applied practice at different educational levels, as endorsed by researchers specializing in this field. Contributions have been organized into different sections to accomplish this purpose.

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.

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.

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

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.

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.

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.