Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing
| Autor: | Angélica Garzón-Umerenkova, Paola Veronica Rita Paoloni, Jesús de la Fuente, Manuel Mariano Vera-Martínez |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Undergraduate students
Universities Health Toxicology and Mutagenesis Emotions lcsh:Medicine Article 050105 experimental psychology Developmental psychology Emotional well-being Emotionality achievement emotions Stress (linguistics) Humans 0501 psychology and cognitive sciences Students purl.org/becyt/ford/5.1 [https] Achievement emotions Class (computer programming) purl.org/becyt/ford/5 [https] self-regulation behavior 05 social sciences lcsh:R Public Health Environmental and Occupational Health 050301 education Achievement undergraduate students emotional well-being Self Concept Academic stress situations Self-regulation behavior Positive emotionality Analysis of variance Psychology 0503 education academic stress situations Stress Psychological SITUATIONAL STRESS |
| Zdroj: | International Journal of Environmental Research and Public Health Volume 17 Issue 12 Digibug. Repositorio Institucional de la Universidad de Granada instname Digibug: Repositorio Institucional de la Universidad de Granada Universidad de Granada (UGR) CONICET Digital (CONICET) Consejo Nacional de Investigaciones Científicas y Técnicas instacron:CONICET International Journal of Environmental Research and Public Health, Vol 17, Iss 4293, p 4293 (2020) |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph17124293 |
| Popis: | Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed. Spanish Government PGC2018-094672-B-I00 European Social Fund (ESF) University of Almeria, Spain UAL18-SEJ-DO31-A-FEDER |
| Databáze: | OpenAIRE |
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