RT Journal Article
T1 Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students.
A1 de la Fuente, Jesús
A1 Amate, Jorge
A1 González-Torres, María Carmen
A1 Artuch, Raquel
A1 García-Torrecillas, Juan Manuel
A1 Fadda, Salvatore
K1 SRL vs. ERL theory
K1 academic stress
K1 coping strategies
K1 students
K1 university
AB The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student's levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students' level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 × 1; 3 × 3; 5 × 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching-learning process at university and for students' emotional health are discussed.
SN 1664-1078
YR 2020
FD 2020-01-31
LK https://hdl.handle.net/10668/24938
UL https://hdl.handle.net/10668/24938
LA en
DS RISalud
RD Apr 3, 2025