González-Torres, M.C. (María Carmen)

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    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.
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    Assesing self- regulated learning and its relation to cognitive performance in early childhood education
    (Nova Publisher, 2015) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Amate-Romera, J. (Jorge)
    Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students¿ level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at Complimentary Contributor Copy 14 Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and meta-skills during this stage of education.
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    Relationship between Resilience and Self-Regulation: a study of Spanish Youth at risk of Social Exclusion
    (2017) González-Torres, M.C. (María Carmen); García, M. (Mireia); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Vera-Martínez, M.M. (Manuel Mariano); Fernández-Cabezas, M. (María)
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    The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students
    (2022) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Urien-Angulo, B. (Begoña); Luis-Garcia, E.O. (Elkin Oswaldo); Balaguer-Estaña, A.J. (Álvaro J.)
    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 (i.e., character strengths, resilience, and flourishing). 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 (e.g., emotional strength/cognitive, interpersonal strengths), reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.
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    Resilience as a buffering variable between the big five components and factors and symptoms of academic stress at university
    (2021) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Martínez-Vicente, J.M. (José Manuel); Peralta-Sánchez, F.J. (Francisco Javier); Vera-Martínez, M.M. (Manuel Mariano)
    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.
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    Satisfaction with the self-assessment of university students through e-coping with academic stress utilityTM
    (Frontiers Media, 2018) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Martínez-Vicente, J.M. (José Manuel); Peralta-Sánchez, F.J. (Francisco Javier); Garzón-Umerenkova, A. (Angélica)
    The general purpose of this report is: (1) research was to check whether the degree of satisfaction with the self-assessment activity of university students was related to the scores obtained and the degree of different variables, associated with level of SelfRegulation; (2) to present the online utility, e-Coping with Academic StressTM, as a technological development in Educational Psychology; (3) analyze the possibilities of transfer of this technological innovation. A total of 929 university students, coming from a public university, participated in the use of this online utility. University students can use the tool’s online inventories to make self-assessments in the different variables of Studying, Learning and Performing under Stress (SLPS Competency Model). Descriptives, correlational and inferential analyzes (ANOVAs and MANOVAs) were carried out. The results allowed to know the profile of competences of the analyzed university students, in addition to the degree of satisfaction with the self-evaluation. Finally, we communicate possible actions and options available for transfer of this resulting technology, through RD transfer contracts arranged directly or with other universities.
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    Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation
    (2019) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Aznárez-Sanado, M. (Maite); Peralta-Sánchez, F.J. (Francisco Javier); Vera-Martínez, M.M. (Manuel Mariano)
    The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.
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    How has the COVID-19 crisis affected the academic stress of university students? The role of teachers and students
    (2021) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Pachón-Basallo, M. (Mónica); Peralta-Sánchez, F.J. (Francisco Javier); Gaetha, M. (Martha); Paoloni, P. (Paola); Santos, F. (Flavia)
    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.
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    La motivación académica. Sus determinantes y pautas de intervención.
    (EUNSA, 1999) González-Torres, M.C. (María Carmen)
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    Regulation/non-regulation/dys-regulation of health behavior, psychological reactance, and health of university undergraduate students
    (2021) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Pachón-Basallo, M. (Mónica)
    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 individ-ual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-re-lated variables, such as psychological reactance and student health. On a voluntary basis, 269 uni-versity students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear re-gression to build a structural equations model (SEM)with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively pre-dicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts neg-atively predicted self-regulated health behavior and students’ health itself, as well as positively pre-dicting 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.