Sander, P. (Paul)
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- Modelling students, academic confidence, personality and academic emotions(2022) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul)The research presented here is founded on the Big Five trait approach to personality which has been shown to be related to academic 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. Structural Equation Modelling resulted in a model of excellent fit that linked the personality traits of Conscientiousness and Neuroticism with overall Academic Confidence and Academic Emotion scores. The methodological issues around the findings along with the implications for undergraduate learning and teaching are discussed.
- Effects of using online tools in improving regulation of the teaching-learning process: TLPA & PLEYADE(2007) Cano, F. (Francisco); Fuente-Arias, J. (Jesús) de la; García-Berbén, A.B. (Ana Belén); Pichardo, M.C. (María del Carmen); Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Justicia, F. (Fernando)Introducción. El panorama actual del nivel de Educación Superior muestra la necesidad de mejorar los procesos de enseñanza y de aprendizaje que se producen en el mismo. El auge de la sociedad de la información está transformando los modos de organizar el aprendizaje y de trasmitir el conocimiento. Por ello, es necesaria la mejora de los procesos de enseñanzaaprendizaje, la evaluación del papel de docentes y alumnado, y la experimentación de nuevas metodologías y TICs. El modelo DIDEPRO® ha aportado elementos metolodógicos y tecnológicos relevantes para este fin. Método. Un total de 728 alumnos y alumnas, y sus profesores, de las Universidades de Almería, Granada (España) y UWIC, Cardiff (UK) participaron en la experiencia educativa. El diseño utilizado fue de tipo cuasiexperimental, con grupo de control no equivalente. Para la evaluación se utilizaron el Cuestionario ETLQ (Housell, Entwistle y et al, 2001) y las Escalas EIPEA (De la Fuente y Martínez, 2004). Para la intervención se utilizaron conjuntamente las utilidades-web DIMEPEA® (De la Fuente y Trujillo, 2005) y PLEYADE® (De la Fuente y Martínez, 2004), surgidas de la metodología del Modelo DIDEPRO®. Resultados. Los análisis multivariados efectuados han mostrado, en ambos cuestionarios un efecto de interacción significativo del Grupo x Momento, tanto respecto a la regulación de la enseñanza como a la autorregulación del aprendizaje. Discusión. Se comenta la utilidad de la metodología y de las herramientas web, surgidas del modelo DIDEPRO, así como sus posibilidades de generalización.
- Relationships between cognitive strategies, motivational strategies and academic stress in professional examination candidates(2018) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Amate-Romera, J. (Jorge)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.
- The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement and satisfaction: A structural model(2015) Cardelle-Elawar, M. (María); Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Zapata, L. (Lucía)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.
- 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.
- Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students(2017) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Vera-Martínez, M.M. (Manuel Mariano); Fadda, S. (Salvatore); Garzón-Umerenkova, A. (Angélica)
- Undergraduate student gender, personality and academic confidence(MDPI AG, 2020) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul)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.
- Big five, self-regulation, and coping strategies as predictors of achievement emotions in undergraduate students(2020) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Kauffman, D. (Douglas); Paoloni, P. (Paola); Zapata, L. (Lucía); Yilmaz-Soylu, M. (Meryem)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.
- Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students(2020) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Peralta-Sánchez, F.J. (Francisco Javier); Zapata, L. (Lucía); Garzón-Umerenkova, A. (Angélica)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 selfregulation (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 an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 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.
- Relationship between undergraduate student confidence, approach to learning and academic performance: the role of gender(2013) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Putwain, D. (David)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.