Facultad de Educación y Psicología
Permanent URI for this communityhttps://hdl.handle.net/10171/38987
En el curso 2013/2014 se constituyó la nueva Facultad de Educación y Psicología. Los materiales anteriores a esa fecha, puede localizarlos en: Facultad de Filosofía y Letras - Departamento de Educación.
See
3 results
Results
- Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates(2021) Fuente-Arias, J. (Jesús) de la; Amate-Romera, J. (Jorge)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.
- The role of gender and age in the emotional well-being outcomes of young adults(MDPI, 2021) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); López-Madrigal, C. (Claudia); García-Manglano, J. (Javier); Amate-Romera, J. (Jorge); Peralta-Sánchez, F.J. (Francisco Javier)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.
- Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students(2020) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Amate-Romera, J. (Jorge); García-Torrecillas, J.M. (Juan Manuel); Fadda, S. (Salvatore)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.