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
Aldizkaria:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Argitalpen urtea: 2017

Zenbakia: 32

Orrialdeak: 9-26

Mota: Artikulua

DOI: 10.15581/004.32.9-26 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

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.

Finantzaketari buruzko informazioa

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

Finantzatzaile

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