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
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
1773Informations de copyright
Copyright © 2020 de la Fuente, Peralta-Sánchez, Martínez-Vicente, Sander, Garzón-Umerenkova and Zapata.
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