Zapata, L. (Lucía)
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- Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students(Servicio de Publicaciones de la Universidad de Navarra, 2017) García, M. (Mireia); Fuente-Arias, J. (Jesús) de la; Mariano-Vera, M. (Manuel); Martínez-Vicente, J.M. (José Manuel); Zapata, L. (Lucía)La autorregulación personal se ha conceptuado como una meta-habilidad, de orden meta-motivacional y meta-afectivo. Esta investigación pretendió establecer las relaciones de asociación e interdependencia con otras variables motivacionales-afectivas relevantes. Participaron un total de 121 alumnos de 2º y 4º curso de Psicología, de la Universidad de Almería (España). Se realizaron análisis correlacionales bivariados de Pearson, ANOVAs y MANOVAs. Los resultados mostraron una relación significativa de ferencial entre la autorregulación personal y cada tipo de enfoque de aprendizaje, positiva con la tenacidad y con control resiliente, y negativa con la preocupación. Se evidencia el valor de esta construcción psicoeducativa presagio de las variables estudiadas.
- Creación de un departamento I+D+I en el ámbito psicoeducativo(Education & Psychology I+D+i, 2012) Fuente-Arias, J. (Jesús) de la; Zapata, L. (Lucía)
- 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.
- Relations between the personal self-regulation and learning aproach, coping strategies, and self-regulation learning, in university students (Process)(2014) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Martínez-Vicente, J.M. (José Manuel); Zapata, L. (Lucía)ional context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping
- 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.
- Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch Analysis(2017) Fuente-Arias, J. (Jesús) de la; García-Berbén, A.B. (Ana Belén); Pichardo, M.C. (María del Carmen); Martínez-Vicente, J.M. (José Manuel); Zapata, L. (Lucía); Garzón-Umerenkova, A. (Angélica)
- Students factors affecting undergraduates perceptions of their teaching and learning process within ECTS experience(2011) Cardelle-Elawar, M. (María); Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier); Zapata, L. (Lucía)Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching¿learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student¿s grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students¿ perceptions of the TLP. These factors included: Student¿s grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. Discussion and Conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS.