Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students
- de la Fuente, Jesús 1
- López-García, Mireia 1
- Mariano-Vera, Manuel 2
- Martínez-Vicente, José Manuel 1
- Zapata, Lucía 3
-
1
Universidad de Almería
info
-
2
Universidad de Granada
info
- 3 Education Psychologist, Cardiff
ISSN: 1578-7001
Argitalpen urtea: 2017
Zenbakia: 32
Orrialdeak: 9-26
Mota: Artikulua
Beste argitalpen batzuk: ESE: Estudios sobre educación.
Laburpena
Personal self-regulation has been conceptualized as meta-hability, a meta-motivational and meta-affective variable. The objective of this investigation was to establish association and interdependence relationships with other important motivational-affective variables. There were 121 participants in the study, all of them students from the second and fourth year of the Psychology degree program at the University of Almería (Spain). Pearson bivariate correlational analyses, ANOVAs and MANOVAs were carried out. Self-regulation was shown to have a significant relationship with each type of learning approach, positive with tenacity and with resilient control, and a negative relationship with worry. Personal self-regulation is shown to have value as a presage psychological construct within the study of motivational-affective variables in Education.
Erreferentzia bibliografikoak
- Artuch, R. (2014). Resiliencia y autorregulación en jóvenes navarros en riesgo de exclusión social, que acuden a programas de cualifi cación profesional inicial. [Resilience and self-regulation in Navarre youth at risk for social exclusion, who enroll in initial vocational qualifi cation programs.] Universidad de Navarra. http://dadun. unav.edu/handle/10171/36188
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
- Bandura, A. (1997). Self-effi cacy: The exercise of control. New York: Freeman.
- Barca, A., Porto, A., Vicente, F., Brenlla, J. C., & Morán, H. (2008). La interacción de estilos atribucionales y enfoques de aprendizaje como determinantes del rendimiento académico. [The interaction between attributional styles and learning approaches as determining factors in academic performance.] In J. A. González-Pienda, & J. C. Núñez, Psicología y Educación: Un lugar de encuentro. V Congreso Internacional de Psicología y Educación (pp. 670-688). Oviedo: Ediciones de la Universidad de Oviedo.
- Barraza, A. (2005). El estrés académico de los alumnos de Educación Media Superior. [Academic stress in high school students.] Hermosillo. Electronic Proceedings from the VIII Congreso Nacional de Investigación Educativa. Universidad Pedagógica de Durango.
- Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.) (2013). Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC: Information Age Publishing.
- Bermejo, J. C. (2011). Resilience. Madrid: PPC.
- Biggs, J. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
- Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarifi cation. British Journal of Educational Psychology, 63, 3-19.
- Biggs, J. (2001). The refl ective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 14, 221-238.
- Biggs, J., Kember, D., & Leung, D. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.
- Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by research, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161-186.
- Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation. San Diego: Academic Press.
- Bradley, R., Whitesid, L., Mudfrom, D., Casey, P., Keller, K., & Pope, S. (1994). Early indicators of resilience and their relation to experiences in the home environments of low birth weight, premature children living in poverty. Child Development, 65(2), 346-360.
- Bragagnolo, G., Rinarudo, A., Cravero, N., Fomía, S., Martínez, G., & Vergara, S. (2005). Optimismo, esperanza, autoestima y depresión en estudiantes de Psicología. Informe de investigación. [Optimism, hope, self-esteem and depression in Psychology students. A research report.] Buenos Aires: Universidad Nacional de Rosario.
- Brown, J. M. (1998). Self-regulation and the addictive behaviours. In W. R Miller, & N. Heather (Eds.), Treating addictive behaviours (2nd ed.) (pp. 61-73). New York: Prenum Press.
- Cardozo, G., & Alderete, A. M. (2009). Adolescentes en riesgo psicosocial y la resiliencia. [Adolescents in psychosocial risk and resilience.] Psicología desde el Caribe. Universidad Norte, 23, 148-182.
- Connor, K. M., & Davison, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety 18, 76-82.
- Cyrulnik, B., Tomkiewicz, S., Guénard, T., Vanistendael, S., & Manciaux, M. (2004). El realismo de la esperanza. [The realism of hope.] Barcelona: Gedisa.
- De la Fuente, J. (2003). Cuestionario de Autorregulación Personal (CAR). [Personal Self-Regulation Questionnaire (CAR).] (Unpublished manuscript).
- De la Fuente, J. (2011). Implications for the DEDEPRO model for interactive analysis of the teaching-learning process in higher education. In R. Teixeira (Ed.), Higher education in a state of crisis (pp. 205-222). New York: Nova Science Publisher Inc.
- De la Fuente, J., & Cardelle-Elawar, M. (2011). Personal self-regulation and coping style in university students. In L. B. Martin, & R. A. Nichelson (Eds.), Psychology of individual differences (pp. 171-182). New York: Nova Science Publisher.
- De la Fuente, M., Franco, C., & Mañas, I. (2010). Efectos de un programa de entrenamiento en conciencia plena (mindfulness) en el estado emocional de estudiantes universitarios. [Effects of a training program in mindfulness on the emotional state of university students.] Estudios sobre Educación, 19, 31-52.
- De la Fuente, J., & Justicia, F. (2007). The DEDEPROTM model for regulating teaching and learning: recent advances. Electronic Journal of Research in Educational Psychology, 13(5), 535-564.
- De la Fuente, J., Justicia, F., Sander, P., & Cardelle-Elawar, M. (2014). Personal self-regulation and the regulatory teaching to predict the performance and the academic confi dence: new evidence for the DEDEPROTM model. Electronic Journal of Research in Educational Psychology, 12(3), 597-620.
- De la Fuente, J. L., Pichardo, M. C., Justicia, F., & García, A. B. (2008). Enfoques de aprendizaje, autorregulación y rendimiento en tres universidades europeas. [Learning approaches, self-regulation and performance in three European universities.] Psicothema, 20(4), 705-711.
- De la Fuente, J., Sander, P., & Putwain, D. (2013). Relationship between undergraduate student confi dence, approach to learning and academic performance: The role of gender. Revista de Psicodidáctica, 18(2), 373-391.
- Forés, A., & Grané, J. (2008). La resiliencia. Crecer desde la adversidad. [Resilience. Growing from adversity.] Barcelona: Plataforma Editorial.
- Gaeta, M. L., Teruel, M. P., & Orejudo, S. (2012). Motivational, volitional and metacognitive aspects of self-regulated learning. Electronic Journal of Research in Educational Psychology, 10(1), 73-94.
- Gargallo, B., Pérez, C., Serra, B., Sánchez, F., & Ross, I. (2007). Actitudes ante el aprendizaje y rendimiento académico en los estudiantes universitarios. [Attitudes toward learning and academic achievement in university students.] Revista Iberoamericana de Educación, 1(42), 2-11.
- Heikkila, A., & Lonka, K. (2006). Studying in higher education: students’ approaches to learning, self-regulation and cognitive strategies. Studies in Higher Education, 31(1), 99-117.
- Hernández-Pina, F., García, M. P., Martínez, P., Hervás, R. M., & Maquillón, J. J. (2002). Consistencia entre motivos y estrategias de aprendizaje en estudiantes universitarios. [Consistency between learning motives and strategies in university students] Revista de Investigación Educativa, 20(2), 487-510.
- Justicia, F., Pichardo, M. C., Cano, F., Berbén, A. B. G., & De la Fuente, J. (2008). The revised two-factor study process questionnaire (R-SPQ-2F): Exploratory and confi rmatory factor analyses. European Journal of Psychology of Education, 41, 355-372.
- Karol, P., Boekaerts, M., & Mases, S. (2005). Toward consensus in the psychology of self-regulation: How far have we come? How far do we have yet to travel? Applied Psychology: An International Review, 54(2), 300-311.
- Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behaviour and Human Decision Processes, 50, 212-247.
- Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal-setting research. European Psychologist, 12(4), 290-300.
- Martín-Monzón, I. M. (2007). Estrés académico en estudiantes universitarios. [Academic stress in university students.] Apuntes de Psicología Colegio Ofi cial de Psicología, 25(1), 87-99.
- Martínez-Vicente, J. M., & De la Fuente, J. (2004). Self-regulated learning through the Pro & Regula program. Electronic Journal of Research in Educational Psychology, 2(1), 145-156.
- Miller, W. R., & Brown, J. M. (1991). Self-regulation as a conceptual basis for the prevention and treatment of addictive behaviours. In N. Heather, W. R. Miller, & J. Greely (Eds.), Self-control and the addictive behaviours (pp. 3-79). Sydney: Maxwell Macmillan.
- Monroy, F., & Hernández-Pina, F. (2014). Factores que infl uyen en los enfoques de aprendizaje universitario. Una revisión sistemática. [Factors affecting student approaches to learning. A systematic review.] Educación XXI, 17(2), 105-124.
- Phan, H. P. (2006). Examination of student learning approaches, refl ective thinking and epistemological beliefs: a latent variables approach. Electronic Journal of Research in Educational Psychology, 4(1), 577-610.
- Phan, H. P. (2008). Multiple regression analysis of epistemological beliefs, learning approaches and self-regulated learning. Electronic Journal of Research in Educational Psychology, 6(14), 157-184.
- Pichardo, M. C., García-Berbén, A. B., De la Fuente, J., & Justicia, F. (2007). El estudio de las expectativas en la universidad: análisis de trabajos empíricos y futuras líneas de investigación. [The study of expectations at university: an analysis of empirical studies and future lines of research.] Revista Electrónica de Investigación Educativa, 9(1). Retrieved May 26, 2012 from: http://redie.uabc. mx/vol9no1/contenido-pichardo.html
- Pichardo, M. C., Justicia, F., García-Berbén, A. B., De la Fuente, J., & MartínezVicente, J. M. (in press). Psychometric analysis of the Self-Regulation Questionnarie (SRQ) at Spanish universities. The Spanish Journal of Psychology.
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 451–502). San Diego, CA: Academic Press.
- Roman, J. M. (2004). A self-regulated learning procedure for university students: The “meaningful text-reading strategy”. Electronic Journal of Research in Educational Psychology, 2(1), 113-132.
- Sammeroff, A., & Seifer, R. (1992). Early contributors to developmental risk. In J. Rolf, A. Masten, D. Cicchetti, K. Neuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology. New York, NY: Cambridge University Press.
- Schunck, D. H., & Zimmerman, B. L. (1994). Self-regulation of learning and performance. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Solórzano, M., & Ramos, N. (2006). Rendimiento académico y estrés académico de los estudiantes de la E.A.P. de enfermería de la Universidad Peruana Unión (Semestre I-2006). [Academic performance and academic stress in nursing students at the Universidad Peruana Unión (First semester 2006)] Revista de Ciencias de la Salud, 1(1), 34-38.
- Spencer, M. B., Dupree, D., Tinsley, B., McGee, E. O., Hall, J., Fegley, S. G., & Elmore, T. E. (2012). Resistence and resiliency in a color-conscious society: implications for learning and teaching. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook (Vol. 1, pp. 461-494). Washington, DC: American Psychological Association.
- Spielberger, C. D., González, H. P., Taylor, C. J., Anton, W. D., Algaze, B., Ross, G. R., & Westberry, L. G. (1980). Preliminary professional manual for the Test Anxiety Inventory (Test Attitude Inventory) T.A.I. Palo Alto, CA: Consulting Press.
- Torrano, F., & González-Torres, M. C. (2004). Self-regulated learning: present and future research. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.
- Vancouver, J. B., & Scherbaum, C. A. (2008). Do we self-regulate actions or perceptions? A test of two computational models. Computational and Mathematical Organization Theory, 14, 1-22.
- Zimmerman, B. J., & Schunk, D. H. (Eds.) (2011). Handbook of self-regulation of learning and performance. New York: Routledge.