Santos, F. (Flavia)
- Publications
- item.page.relationships.isContributorAdvisorOfPublication
- item.page.relationships.isContributorOfPublication
3 results
Search Results
Now showing 1 - 3 of 3
- Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?(2020) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Gaeta-González, M.L. (Martha Leticia); Peralta-Sánchez, F.J. (Francisco Javier); Fadda, S. (Salvatore); Santos, F. (Flavia)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.
- 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.
- Advances on self-regulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts(2022) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Karagiannopoulou, A. (Angélica); Sander, P. (Paul); Kauffman, D. (Douglas); Fadda, S. (Salvatore); Boruchovitch, E. (Evely); Santos, F. (Flavia)The aim of this paper is to demonstrate how Bandura¿s Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman¿s Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied.