Relaciones entre estrategias cognitivas, estrategias motivacionales y estrés académico en universitarios opositores

  1. Jesús de la Fuente 1
  2. Jorge Amate 1
  3. Paul Sander 2
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Arden University, UK
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Any de publicació: 2018

Volum: 16

Número: 45

Pàgines: 345-365

Tipus: Article

DOI: 10.25115/EJREP.V16I45.2097 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Electronic journal of research in educational psychology

Resum

Introduction. The objective of this research study was to establish interdependence relationships between cognitive learning strategies, motivational strategies toward study and academic stress, as variables of the Competency Model for Studying, Learning and Performing under Stress (SLPS), in a group of professional examination candidates . Method. Participating were a total of 179 candidates who sought to obtain posts as primary school teachers. The variables were measured using previously validated self-reports. The study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs). Results. The results showed very significant, positive interdependence relationships between cognitive learning strategies and motivational strategies toward study. In addition, very significant, negative relationships were found between motivational strategies toward study and academic stress. However, direct interdependence relationships did not appear between cognitive learning strategies and academic stress. Discussion. These results show that subjects with a high level of cognitive learning strategies used more motivational strategies toward study than subjects with a medium level, and these in turn used more motivational strategies than subjects with a low level. Moreover, they also show that subjects high in motivational strategies toward study suffered less academic stress than the medium and low subjects in this variable. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked on, not only as support for study, but also as prevention of academic stress and its negative effects, especially in highly stress-prone contexts

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Informació de finançament

Esta investigación se ha realizado gracias al Proyecto I+D ref. EDU2011-24805 (2012-2015). Ministerio de Ciencia y Educación (España) y Fondo Social Europeo.

Finançadors

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