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

SRL vs. ERL theory academic stress stress factors stress symptoms university

Journal

Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902

Informations de publication

Date de publication:
2020
Historique:
received: 02 02 2020
accepted: 26 06 2020
entrez: 28 9 2020
pubmed: 29 9 2020
medline: 29 9 2020
Statut: epublish

Résumé

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 self-regulation (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

Identifiants

pubmed: 32982819
doi: 10.3389/fpsyg.2020.01773
pmc: PMC7480135
doi:

Types de publication

Journal Article

Langues

eng

Pagination

1773

Informations de copyright

Copyright © 2020 de la Fuente, Peralta-Sánchez, Martínez-Vicente, Sander, Garzón-Umerenkova and Zapata.

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Auteurs

Jesús de la Fuente (J)

School of Education and Psychology, University of Navarra, Pamplona, Spain.
School of Psychology, University of Almería, Almería, Spain.

Francisco Javier Peralta-Sánchez (FJ)

School of Psychology, University of Almería, Almería, Spain.

Jose Manuel Martínez-Vicente (JM)

School of Psychology, University of Almería, Almería, Spain.

Paul Sander (P)

School of Psychology, Teesside University, Middlesbrough, United Kingdom.

Angélica Garzón-Umerenkova (A)

School of Psychology, Fundación Universitaria Konrad Lorenz, Bogotá, Colombia.

Lucía Zapata (L)

Educational Psychologist, Cardiff Council, Cardiff, United Kingdom.

Classifications MeSH