| Autor: |
de la Fuente J; Department of Psychology, University of AlmeríaAlmería, Spain.; Associate Researcher of Universidad Autónoma de ChileSantiago de Chile, Chile., Fernández-Cabezas M; Department of Developmental and Educational Psychology, University of GranadaGranada, Spain., Cambil M; Educational Psychologist, Ilustre Colegio Oficial de la Psicología de Andalucía OrientalGranada, Spain., Vera MM; María Inmaculada School, University of GranadaGranada, Spain., González-Torres MC; Department of Theory and Methods in Education and Psychology, School of Education and Psychology, University of NavarraPamplona, Spain., Artuch-Garde R; Department of Education and Psychology, Universidad Internacional de la RiojaLogroño, Spain. |
| Abstrakt: |
The aim of the present research was to analyze the linear relationship between resilience (meta-motivational variable), learning approaches (meta-cognitive variables), strategies for coping with academic stress (meta-emotional variable) and academic achievement, necessary in the context of university academic stress. A total of 656 students from a southern university in Spain completed different questionnaires: a resiliency scale, a coping strategies scale, and a study process questionnaire. Correlations and structural modeling were used for data analyses. There was a positive and significant linear association showing a relationship of association and prediction of resilience to the deep learning approach, and problem-centered coping strategies. In a complementary way, these variables positively and significantly predicted the academic achievement of university students. These results enabled a linear relationship of association and consistent and differential prediction to be established among the variables studied. Implications for future research are set out. |
