Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students

• de la Fuente, Jesús ^[1] ; López-García, Mireia ^[1] ; Mariano-Vera, Manuel ^[2] ; Martínez-Vicente, José Manuel ^[1] ; Zapata, Lucía ^[3]
  1. [1] Universidad de Almería

     Universidad de Almería

     Almería, España

     
  2. [2] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  3. [3] Education Psychologist, Cardiff

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• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 32, 2017, págs. 9-26
• Idioma: inglés
• DOI: 10.15581/004.32.9-26
• Títulos paralelos:
  • Autorregulación personal, enfoques de aprendizaje, resiliencia y ansiedad evaluativa en estudiantes de Psicología
• Enlaces
  • Texto completo
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    La autorregulación personal se ha conceptuado como una meta-habilidad, de orden meta-motivacional y meta-afectivo. Esta investigación pretendió establecer las relaciones de asociación e interdependencia con otras variables motivacionales-afectivas relevantes. Participaron un total de 121 alumnos de 2º y 4º curso de Psicología, de la Universidad de Almería (España). Se realizaron análisis correlacionales bivariados de Pearson, ANOVAs y MANOVAs. Los resultados mostraron una relación significativa diferencial entre la autorregulación personal y cada tipo de enfoque de aprendizaje, positiva con la tenacidad y con control resiliente, y negativa con la preocupación. Se evidencia el valor de esta construcción psicoeducativa presagio de las variables estudiadas.

  • English

    Personal self-regulation has been conceptualized as meta-hability, a meta-motivational and meta-affective variable. The objective of this investigation was to establish association and interdependence relationships with other important motivational-affective variables. There were 121 participants in the study, all of them students from the second and fourth year of the Psychology degree program at the University of Almería (Spain). Pearson bivariate correlational analyses, ANOVAs and MANOVAs were carried out. Self-regulation was shown to have a significant relationship with each type of learning approach, positive with tenacity and with resilient control, and a negative relationship with worry. Personal self-regulation is shown to have value as a presage psychological construct within the study of motivational-affective variables in Education.

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