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

Jesús de la Fuente e-mail(Login required) , Mireia López-García e-mail(Login required) , Manuel Mariano-Vera e-mail(Login required) , José Manuel Martínez-Vicente e-mail(Login required) , Lucía Zapata e-mail(Login required)

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Published: Mar 23, 2017
DOI: https://doi.org/10.15581/004.32.9-26
How to Cite
de la Fuente, J., López-García, M., Mariano-Vera, M., Martínez-Vicente, J. M., & Zapata, L. (2017). Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students. Estudios Sobre Educación, 32, 9-26. https://doi.org/10.15581/004.32.9-26

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Authors

Jesús de la Fuente e-mail(Login required)
Universidad de Almería.
Mireia López-García e-mail(Login required)
Universidad de Almería.
Manuel Mariano-Vera e-mail(Login required)
Universidad de Granada.
José Manuel Martínez-Vicente e-mail(Login required)
Universidad de Almería.
Lucía Zapata e-mail(Login required)
Education Psychologist.

Abstract

2265
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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Article Details

Issue
Vol 32 (2017)
Section
Articles

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Author Biography

Lucía Zapata, Education Psychologist.

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