Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates

  1. Amate Romera, Jorge 1
  2. de la Fuente, Jesús 2
  1. 1 CEIP San Gabriel (Almería). Consejería de Educación y Deporte Junta de Andalucía
  2. 2 Universidad de Navarra. Universidad de Almería
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2021

Volumen: 37

Número: 2

Páginas: 276-286

Tipo: Artículo

DOI: 10.6018/ANALESPS.411131 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Anales de psicología

Resumen

El objetivo de la investigación fue establecer relaciones de asociación, interdependencia y predicción estructural entre las variables ansiedad evaluativa, authorregulación y estrategias de afrontamiento del estrés. El marco teórico de referencia fue el modelo de la competencia de Studying, Learning, and Performing under Stress (SLPS). Participaron 142 estudiantes, que se estaban preparando en academias de Almería (España) para obtener plaza como maestros en centros públicos. Para la recogida de datos se administraron cuestionarios escritos previamente validados. El diseño fue ex post-facto lineal, con análisis de asociación bivariada, inferenciales (ANOVAs y MANOVAs) y de predicción estructural. Los resultados mostraron una relación negativa entre la ansiedad evaluativa y la autorregulación, especialmente en los estudiantes con alta emocionalidad, con un impacto negativo para la toma de decisiones. También se encontraron relaciones positivas entre la ansiedad evaluativa y las estrategias de afrontamiento del estrés. Por último, se constató la relación de predicción positiva entre la autorregulación y las estrategias de afrontamiento, a la vez que los análisis asociativos e inferenciales destacaron el papel de las metas como determinantes de las estrategias usadas para afrontar el estrés, especialmente, las referidas a la focalización en la resolución de problemas. Se discuten los resultados y se establecen implicaciones para las mejoras de estos procesos en los estudiantes opositores.

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Información de financiación

-R&D Project PGC2018-094672-B-I00, University of Navarra (Ministry of Science and Education, Spain); R & D Project UAL18 SEJ-DO31-A-FEDER, University of Almer?a, Spain (Eu-ropean Social Fund).

Financiadores

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