The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.

This research aimed to analyze the linear bivariate correlation and structural relations between self-regulation -as a central construct-, with flow, health, procrastination and academic performance, in an academic context. A total of 363 college students took part, 101 men (27.8%) and 262 women (72.2%). Participants had an average age of 22 years and were between the first and fifth year of studies. They were from five different programs and two universities in Bogotá city (Colombia). A validated ad hoc questionnaire of physical and psychological health was applied along with a battery of tests to measure self-regulation, procrastination, and flourishing. To establish an association relationship, Pearson bivariate correlations were performed using SPSS software (v. 22.0), and structural relationship predictive analysis was performed using an SEM on AMOS software (v. 22.0). Regarding this linear association, it was established that (1) self-regulation has a significant positive association on flourishing and overall health, and a negative effect on procrastination. Regarding the structural relation, it confirmed that (2) self-regulation is a direct and positive predictor of flourishing and health; (3) self-regulation predicts procrastination directly and negatively, and academic performance indirectly and positively; and (4) age and gender have a prediction effect on the analyzed variables. Implications, limitations and future research scope are discussed.

The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching–learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18–25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.

Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self‐efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self‐efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54:558–585, 2017

Background— We investigated the association between 9 polymorphisms of genes encoding hemostasis factors and myocardial infarction in a large sample of young patients chosen because they have less coronary atherosclerosis than older patients, and thus their disease is more likely to be related to a genetic predisposition to a prothrombotic state. Methods and Results— This nationwide case-control study involved 1210 patients who had survived a first myocardial infarction at an age of <45 years who underwent coronary arteriography in 125 coronary care units and 1210 healthy subjects matched for age, sex, and geographical origin. None of the 9 polymorphisms of genes encoding proteins involved in coagulation (G-455A β-fibrinogen: OR, 1.0; CI, 0.8 to 1.2; G1691A factor V: OR, 1.1; CI, 0.6 to 2.1; G20210A factor II: OR, 1.0; CI, 0.5 to 1.9; and G10976A factor VII: OR, 1.0; CI, 0.8 to 1.3), platelet function (C807T glycoprotein Ia: OR, 1.1; CI, 0.9 to 1.3; and C1565T glycoprotein IIIa: OR, 0.9; CI, 0.8 to 1.2), fibrinolysis (G185T factor XIII: OR, 1.2; CI, 0.9 to 1.6; and 4G/5G plasminogen activator inhibitor type 1: OR, 0.9; CI, 0.7 to 1.2), or homocysteine metabolism (C677T methylenetetrahydrofolate reductase: OR, 0.9; CI, 0.8 to 1.1) were associated with an increased or decreased risk of myocardial infarction. Conclusions— This study provides no evidence supporting an association between 9 polymorphisms of genes encoding proteins involved in hemostasis and the occurrence of premature myocardial infarction or protection against it.