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dc.contributor.author
de la Fuente, Jesús
dc.contributor.author
Paoloni, Paola Veronica Rita
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dc.contributor.author
Vera Martinez, Mariano
dc.contributor.author
Garzón Umerenkova, Angélica
dc.date.available
2021-10-20T17:30:14Z
dc.date.issued
2020-06
dc.identifier.citation
de la Fuente, Jesús; Paoloni, Paola Veronica Rita; Vera Martinez, Mariano; Garzón Umerenkova, Angélica; Effect of levels of self-regulation and situational stress on achievement emotions in undergraduate students: Class, study and testing; MDPI; International Journal of Environmental Research and Public Health; 17; 12; 6-2020; 1-20
dc.identifier.issn
1660-4601
dc.identifier.uri
http://hdl.handle.net/11336/144522
dc.description.abstract
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.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
MDPI
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by/2.5/ar/
dc.subject
ACADEMIC STRESS SITUATIONS
dc.subject
ACHIEVEMENT EMOTIONS
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EMOTIONAL WELL-BEING
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SELF-REGULATION BEHAVIOR
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UNDERGRADUATE STUDENTS
dc.subject.classification
Otras Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Effect of levels of self-regulation and situational stress on achievement emotions in undergraduate students: Class, study and testing
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2021-09-06T16:05:02Z
dc.journal.volume
17
dc.journal.number
12
dc.journal.pagination
1-20
dc.journal.pais
Suiza
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dc.journal.ciudad
Basilea
dc.description.fil
Fil: de la Fuente, Jesús. Universidad de Navarra; España. Universidad de Almería; España
dc.description.fil
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Río Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; Argentina
dc.description.fil
Fil: Vera Martinez, Mariano. Universidad de Granada; España
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Fil: Garzón Umerenkova, Angélica. Fundación Universitaria Konrad Lorenz; Colombia
dc.journal.title
International Journal of Environmental Research and Public Health
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dc.relation.isreferencedin
info:eu-repo/semantics/reference/url/http://hdl.handle.net/11336/126117
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.3390/ijerph17124293
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/1660-4601/17/12/4293
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