Relations between the personal self-regulation and learning approach, coping strategies, and self-regulation learning, in university students (process)

  1. Zapata, Lucía
  2. de la Fuente, Jesús
  3. Martínez Vicente, José Manuel
  4. González Torres, Mª Carmen
  5. Artuch, Raquel
Revue:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Année de publication: 2014

Titre de la publication: LA PSICOLOGÍA DE HOY

Volumen: 4

Número: 1

Pages: 175-186

Type: Article

DOI: 10.17060/IJODAEP.2014.N1.V4.601 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objectifs de Développement Durable

Résumé

Introduction. Self-regulation is an important variable in education and research, but in educational 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.

Références bibliographiques

  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall.
  • Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self-regulation. San Diego, CA: Academic Press.
  • Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7, 1–15.
  • Biggs, J. (1989). Approaches to the Enhancement of Tertiary Teaching. Higher Education Research and Development, 8(1), 7-25.
  • Biggs, J. (1990). Effects of Language Medium of Instruction on Approaches to Learning. Educational Research Journal, 5, 18-28.
  • Biggs, J. (2001). Teaching for Quality Learning at University (3rd Ed.). Buckingham: Open University Press.
  • Biggs, J. (2005). Calidad del aprendizaje universitario. [Quality of University Learning]. Madrid: Narcea.
  • Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised Two-Factor Study process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.
  • Brown, J. M. (1998). Self-regulation and the addictive behaviours. En W. R. Miller y N. Heather (Eds.), Treating Addictive Behaviors (2nd ed.) (pp. 61-73). New York: Plenum Press.
  • Carver, C.S., & Scheier, M.F. (2000). On the structure of behavioral self-regulation. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp.41-84). New York, NY: Academic Press.
  • Chorot, P., & Sandín, B. (1987). Escalas de Estrategias de Coping. [Scales of Coping strategies]. Madrid: UNED.
  • Cohen, M., Ben-Zur, H., & Rosenfeld, M. J. (2008). Sense of coherence, coping strategies, and test anxiety as predictor of test performance among college students. International Journal of Stress Management, 15(3), 289-303.
  • Creed, P.A., Fallon, T., & Hood, M. (2009). The relationship between career adaptability person and situation variables, and career concerns in young adult. Journal of Vocational Behavior, 74, 219- 229.
  • De la Fuente, J. (2003). Cuestionario de Autorregulación personal (CAR). [Personal self-regulation questionnaire (SRQ)]. 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 Copyng Style in University Students. In L.B., and R.A. Nichelson (Eds.), Psychology of individual Differences (pp. 171-182). New York: Nova Science Publishers, Inc.
  • De la Fuente, J., Cardelle-Elawar, M., Martínez-Vicente, J.M., Zapata, L., & Peralta, F.J. (2013). Gender as a determining factor in the coping strategies and resilience of university students. In R. Haumann and G. Zimmer (Eds), Handbook of Academic Performance (pp. 205-217). New York: Nova Science Publishers, Inc.
  • De la Fuente, J., & Justicia, F. (2007). The DEDEPRO model for regulating teaching and learning: recent advances. Electronic Journal of Research in Educational Psychology, 13(5), 535-564.
  • De la Fuente, J., & Martínez-Vicente, J. M (2003). R-SPQ-2F, Cuestionario revisado del proceso de estudio. Versión Castellana. [Revised two-factor Study Process Questionnaire. Spanish Version.] Universidad de Almería. Unpublished.
  • De la Fuente, J., & Martínez, J. M. (2004). Escala para la Evaluación Interactiva del Proceso de Enseñanza-Aprendizaje, EIPEA. [Scale for the Interactive Assessment of the Teaching-Learning Process, IATLP.] Madrid: EOS.
  • De la Fuente, J., & Martínez-Vicente, J. M. (2007). Scales for Interactive Assessment of the Teaching-Learning Process, IATLP. Almería: Education & Psychology I+D+I, e-Publishing Series.
  • DeLongis, A., Holtzman, S., Puterman, E., & Lam, M. (2010). Dyadic Coping: Support from the spouse in times of stress. In J. Davila & K. Sullivan (Eds.), Social Support Processes in Intimate Relationships (pp. 151-174). New York: Oxford Press.
  • Elliot, A.J., & Dweck, C.S. (2007). Handbook of Competence and Motivation. New York: Guilford University Press.
  • Hobfoll, S.E., & Schröeder, K.E.E. (2001). Distinguishing between passive and active prosocial coping: Bridging inner-city women’s mental health and AIDS risk behavior. Journal of Social and Personal Relationships, 18, 201-217.
  • Holroyd, K.A., & Lazarus, R.S. (1982). Stress, coping, and somatic adaptation. In L. Goldberger & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspect (pp. 124-140). New York: Free Press.
  • Justicia, F., Pichardo, M.C., Cano, F., Berbén, A. B. G., & De la Fuente, J. (2008). The revised twofactor study process questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses. European Journal of Psychology of Education, 41, 355-372.
  • Karoly, P., Boekaerts, M., & Maes, 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. (2007). New Developments in and Directions for Goal-Setting Research. European Psychologist, 12(4), 290-300.
  • Lazarus, R. S. (1991). Emotion & Adaptation. New York: Oxford University Press.
  • Lazarus, R.S., & Folkman, S. (1986). Estrés y procesos cognitivos. [Stress and cognitive process]. Barcelona: Ediciones Martínez Roca, S.A.
  • 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 y J. Greely (Eds.), Self-control and the addictive behaviours (pp.3-79). Sydney: Maxwell Macmillan.
  • Moos, R.H., & Billings, A.G. (1982). Conceptualizing and measuring coping resources and processes. In L. Goldberger & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects (pp.212-230). New York: Free Press.
  • Pichardo, M.C., Justicia, F., García-Berbén, A.B., De la Fuente, J., & Martínez-Vicente, J.M. (in review). Psychometric Analysis of the Self-Regulation Questionnarie (SRQ) at Spanish Universities. Journal of Research in Personality.
  • Piemontesi, S.E., & Heredia, D.E. (2009). Afrontamiento ante exámenes: Desarrollo de los principales modelos teóricos para su definición y medición. [Coping with exams: development of the main theoretical models for its definition and measurement.] Anales de psicología, 25(1), 102- 111.
  • Sander, P., De la Fuente, J., Martínez-Vicente, J.M., & Zapata, L. (2012). The Relationship between Academic Self-efficacy, Student Approach to Learning, Self-regulation, and Stress. The Nineteenth International Conference on Learning. London, 14–16 August 2012.
  • Sandín, B. (1995). El estrés [Stress]. In A. Belloch, B. Sandín, and F. Ramos (Eds.). Manual de psicopatología, Vol. 2 (pp. 3-52). Madrid: McGraw-Hill.
  • Sandín, B., & Chorot, P. (2003). Cuestionario de Afrontamiento del Estrés (CAE): desarrollo y validación preliminar. [Questionnaire on Coping with Stress: Preliminary development and validation.] Revista de Psicopatología y Psicología Clínica, 8(1), 39-54.
  • Ticona, S.B., Paucar, G., & Llerena, G. (2010). Stress level and coping strategies in nursing students at the UNSA Faculty. Revista electrónica cuatrimestral de Enfermería, 9(2), 1-8.
  • Torrano, F., & González, M.C. (2004). Self-regulated learning: current and future directions. 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, 1-20.
  • Vohs, K.D., & Baumeister, R.F. (2011). Handbook of self-regulation: Research, Theory and Applications. New York, NY: The Guilford Publications, Inc.
  • Winne, P.H. (2004). Comments on motivation in real-life, dynamic and interactive learning environments. European Psychologist, 9(4) 257-264.
  • Winne, P.H., & Hadwin, A.F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky & A.C. Graesser (Eds.), Metacognition in Educational theory and practice (pp. 227-304). Hillsdale, N.J: Erlbaum.
  • Zimmerman, B.J. (1989). Models of self-regulated learning and academic achievement. In B.J.
  • Zimmerman & D.H. Schunk (Eds), Self-regulated learning and academic achievement: Theory, research and practice (pp. 1-25). New York, NY: Springer.
  • Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boerkaerts, P.R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
  • Zimmerman, B.J. (2002). Becoming a self-regulated learner: an overview. Theory into practice, 41 (2), 64-70.
  • Zimmerman, B.J., & Labuhn, A.S. (2012). Self-regulation of learning: process approaches to personal development. In K.R. Harris, S. Graham, and T. Urdan (Eds.). The Educational Psychology Handbook, Volume 1: Theories, constructs, and Critical Issues (pp. 399-425). Washington, DC: American Psychological Association.
La source de données: Dialnet