Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students
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...
| Authors: | ; ; ; ; ; |
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| Format: | Article |
| Publication date: | 2020 |
| Country: | España |
| Institution: | Universidad de Navarra |
| Repository: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Language: | English |
| OAI Identifier: | oai:dadun.unav.edu:10171/66691 |
| Online Access: | https://hdl.handle.net/10171/66691 |
| Access Level: | Open access |
| Keyword: | SRL vs. ERL theory Stress factors Stress symptoms University Academic stress |
| _version_ | 1878735382322872320 |
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| author | Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e |
| author2 | Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9 Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8 Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775 Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70 |
| author2_role | author author author author author |
| author_browse | Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775 Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8 Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9 Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70 |
| author_facet | Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9 Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8 Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775 Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70 |
| author_role | author |
| collection | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| description | 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 selfregulation (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 ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students’ level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention, and well-being are established. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_7b998a2ef8eff1ef8ddbf08eef5ce2d5 |
| institution | Universidad de Navarra |
| instname_str | Universidad de Navarra |
| language | eng |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:dadun.unav.edu:10171/66691 |
| publishDate | 2020 |
| publishDateSort | 2020 |
| reponame_str | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| spelling | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e Peralta-Sánchez, F.J. (Francisco Javier)|||/items/97bacc02-0b1e-4c84-a845-4411ef6ba4e9 Martínez-Vicente, J.M. (José Manuel)|||/items/502b3202-92b5-494e-88bc-b7ce535797f8 Sander, P. (Paul)|||/items/03824923-8367-494e-bb48-2e295baa98ff Garzón-Umerenkova, A. (Angélica)|||/items/6c90e38d-d3a4-4ab1-b3bd-3a3149a3b775 Zapata, L. (Lucía)|||/items/a02dfc10-edc6-468f-b324-19a226358b70 SRL vs. ERL theory Stress factors Stress symptoms University Academic stress 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 selfregulation (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 ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students’ level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention, and well-being are established. https://hdl.handle.net/10171/66691 |
| spellingShingle | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e SRL vs. ERL theory Stress factors Stress symptoms University Academic stress |
| title | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
| title_full | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
| title_fullStr | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
| title_full_unstemmed | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
| title_short | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
| title_sort | Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
| topic | SRL vs. ERL theory Stress factors Stress symptoms University Academic stress |
| topic_facet | SRL vs. ERL theory Stress factors Stress symptoms University Academic stress |
| url | https://hdl.handle.net/10171/66691 |