Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students

  1. de la Fuente, Jesús 1
  2. López-García, Mireia 1
  3. Mariano-Vera, Manuel 2
  4. Martínez-Vicente, José Manuel 1
  5. Zapata, Lucía 3
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  3. 3 Education Psychologist, Cardiff
Revista:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Año de publicación: 2017

Número: 32

Páginas: 9-26

Tipo: Artículo

DOI: 10.15581/004.32.9-26 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: ESE: Estudios sobre educación.

Resumen

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 diferencial 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.

Información de financiación

This research was carried out within the framework of R&D Project ref. EDU2011-24805 (2012-2015). MICINN and FEDER funds.

Financiadores

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