Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been...

Descripción completa

Detalles Bibliográficos
Autores: Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e, Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9, Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8, Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff, Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775, Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad de Navarra
Repositorio:Dadun. Depósito Académico Digital de la Universidad de Navarra
Idioma:inglés
OAI Identifier:oai:dadun.unav.edu:10171/66691
Acceso en línea:https://hdl.handle.net/10171/66691
Access Level:acceso abierto
Palabra clave:SRL vs. ERL theory
Stress factors
Stress symptoms
University
Academic stress
id ES_7b998a2ef8eff1ef8ddbf08eef5ce2d5
oai_identifier_str oai:dadun.unav.edu:10171/66691
network_acronym_str ES
network_name_str España
repository_id_str
spelling Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate StudentsFuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45ePeralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ffGarzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70SRL vs. ERL theoryStress factorsStress symptomsUniversityAcademic stressThe SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student selfregulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students’ level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention, and well-being are established.Dadun. Depósito Académico Digital Universidad de Navarra20232023-06-2820202020-01-0120202020-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10171/66691reponame:Dadun. Depósito Académico Digital de la Universidad de Navarrainstname:Universidad de NavarraInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:dadun.unav.edu:10171/666912026-06-21T12:47:57Z
dc.title.none.fl_str_mv Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
title Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
spellingShingle Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
SRL vs. ERL theory
Stress factors
Stress symptoms
University
Academic stress
title_short Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
title_full Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
title_fullStr Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
title_full_unstemmed Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
title_sort Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
dc.creator.none.fl_str_mv Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9
Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8
Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff
Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775
Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70
author Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
author_facet Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e
Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9
Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8
Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff
Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775
Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70
author_role author
author2 Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9
Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8
Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff
Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775
Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Dadun. Depósito Académico Digital Universidad de Navarra
dc.subject.none.fl_str_mv SRL vs. ERL theory
Stress factors
Stress symptoms
University
Academic stress
topic SRL vs. ERL theory
Stress factors
Stress symptoms
University
Academic stress
description The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student selfregulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students’ level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention, and well-being are established.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-01-01
2020
2020-01-01
2023
2023-06-28
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10171/66691
url https://hdl.handle.net/10171/66691
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dadun. Depósito Académico Digital de la Universidad de Navarra
instname:Universidad de Navarra
instname_str Universidad de Navarra
reponame_str Dadun. Depósito Académico Digital de la Universidad de Navarra
collection Dadun. Depósito Académico Digital de la Universidad de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869411526738182144
score 15.300724

Similares en LA Referencia