Competencia para Estudiar y Aprender en Contextos Estresantes: Fundamentos de la Utilidad e-Afrontamiento del Estrés Académico®

Fuente, Jesús de la; López, Mireia; Zapata, Lucía; Vicente, José Manuel Martínez; Vera, Manuel Mariano; Solinas, Giuliana; Fadda, Salvatore

doi:10.25115/ejrep.34.14034

Cited by 3 publications

(3 citation statements)

References 44 publications

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“…The 3P model was subsequently improved and completed in terms of process or mediating factors in the form of the Design-Development-Product, DE-DE-PRO (from the initial letters of the Spanish words) conceptual model ( de la Fuente et al, 2006 , 2011 ; de la Fuente, 2011 ), in the field of university education to provide greater explicitness about factors that affect design, implementation and outcome of the teaching-learning process in a university context ( de la Fuente et al, 2006 , 2014a , b ; Cheng, 2022 ). Although the original 3P model ( Biggs, 1999 ) implicitly identified variables involved in teaching and learning, it did not provide an exhaustive or explicit description of the possible relationships among the variables in the original model.…”

Section: Theoretical Basismentioning

confidence: 99%

“…Individual variables. This conceptual model claims that a human being must acquire different types of learning in order to be competent in managing their stress and psychological well-being ( de la Fuente, 2023a ), namely: (1) conceptual; (2) procedural; (3) attitudinal. These three levels are essential to a self-regulatory, meaningful learning process ( de la Fuente and Eissa, 2023 ), and to the competence of managing stress and well-being, especially at the level of meta-skills ( de la Fuente et al, 2023b ), as will be explained in the next section.…”

Section: Structure: Conceptual Utility Model For Management...mentioning

confidence: 99%

“…However, this conceptual utility model (de la Fuente and Martínez-Vicente, 2004, 2023a,b,c) allows us to formulate precise assessment and intervention hypotheses to support decision-making in professional contexts concerning the psychology of university education. It is a powerful conceptual tool for decision-making in the field of University Guidance supported by the e-Self-Help Tool, e-Coping with Academic Stress (de la Fuente et al, 2015c). This model has already been used with educational psychologists for training in assessment, through case studies, in the 2023 academic year.…”

Section: Assessment Of Each Variable In the Modelmentioning

confidence: 99%

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Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

de la Fuente,

Martínez-Vicente

2024

Front. Psychol.

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This article describes and introduces the Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the theoretical assumptions of the model are presented. This model is an application of the 3P Model, Theory of Internal vs. External Behavioral Regulation and the Model of Competency for the Management of Stress and Psychological Wellbeing. Second, the conceptual structure of the model is presented. This model allows the structural and functional determination of the variables and predictive, mediating and final factors for stress and psychological wellbeing. Third, the functional structure is presented. For predictive factors, the internal and external self-regulation theoretical model allows us to assess levels of internal and external regulation of the individual and their context, as well as other personal and contextual factors involved in self-regulation. For mediating factors, the model of competence for the management of stress and wellbeing allows us to analyze conceptual (concept and principles), mediating (skills and metaskills) and attitudinal (attitudes, values and habits) variables. Finally, in relation to factors that condition outcomes, we can determine levels of response to stress and psychological wellbeing. Finally, limitations and conclusions are presented. The model also allows us to determine predictive relationships between those three types of variables and is functionally transferable to other contexts, including contexts proper to the psychology of education, clinical practice and healthcare, and psychosocial, organizational and technological contexts.

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Section: Theoretical Basismentioning

confidence: 99%

Section: Structure: Conceptual Utility Model For Management...mentioning

confidence: 99%

Section: Assessment Of Each Variable In the Modelmentioning

confidence: 99%

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Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

de la Fuente,

Martínez-Vicente

2024

Front. Psychol.

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Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates

Arias

Romera

2019

AN PSICOL-SPAIN

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Título: La experiencia desagradable como determinante de las respuestas cognitivas, conductuales y fisiológicas de estrés académico en universitarios opositores. Resumen: Esta investigación estableció las relaciones de interdependencia y predicción entre experiencia desagradable previa y creencias irracionales, ansiedad evaluativa, autorregulación en el estudio y estrés académico, variables de la competencia para rendir en contextos de alta exigencia. Participaron 221 aspirantes de academias preparatorias a la función pública del cuerpo de Maestros. Las variables fueron medidas mediante autoinformes validados. El diseño fue ex post-facto lineal, con análisis inferenciales y estructurales. Los resultados mostraron relaciones significativas positivas de interdependencia de la experiencia desagradable con las creencias irracionales y respuestas fisiológicas de estrés, así como negativas con la autorregulación en el estudio. Además, apareció una relación estructural predictiva significativa entre experiencia desagradable y respuestas cognitivas, conductuales y fisiológicas de estrés. Estos resultados validan parcialmente las relaciones del modelo CAERE, explicando el aprendizaje en contextos estresantes, y evidencian la necesidad de entrenar a los estudiantes ante estas situaciones. Palabras clave: modelo CAERE; creencias irracionales; ansiedad evaluativa; autorregulación en el estudio; estrés académico.Abstract: This investigation established unpleasant past experience in interdependent and predictive relations with irrational beliefs, test anxiety, selfregulated study and academic stress, variables belonging to the competency for performing in highly demanding contexts. Participants were 221 candidates enrolled in preparatory academies, where they were preparing for competitive exams for posts as public elementary school teachers. The variables were measured using validated self-reports. A linear, ex postfacto design was used, with inferential and structural analyses. Unpleasant experience was shown to have significant, positive, interdependent relations with irrational beliefs and physiological stress responses, as well as negative relations with self-regulated study. Significant, predictive, structural relations were found between unpleasant experience and cognitive, behavioral, and physiological stress responses. These results partially validate the relationships shown in the SLPS Competency model, which explains learning in stressful contexts; and offer evidence of the need to train students for these situations.

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Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates

Romera

Arias

2021

An. psicol.

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El objetivo de la investigación fue establecer relaciones de asociación, interdependencia y predicción estructural entre las variables ansiedad evaluativa, authorregulación y estrategias de afrontamiento del estrés. El marco teórico de referencia fue el modelo de la competencia de Studying, Learning, and Performing under Stress (SLPS). Participaron 142 estudiantes, que se estaban preparando en academias de Almería (España) para obtener plaza como maestros en centros públicos. Para la recogida de datos se administraron cuestionarios escritos previamente validados. El diseño fue ex post-facto lineal, con análisis de asociación bivariada, inferenciales (ANOVAs y MANOVAs) y de predicción estructural. Los resultados mostraron una relación negativa entre la ansiedad evaluativa y la autorregulación, especialmente en los estudiantes con alta emocionalidad, con un impacto negativo para la toma de decisiones. También se encontraron relaciones positivas entre la ansiedad evaluativa y las estrategias de afrontamiento del estrés. Por último, se constató la relación de predicción positiva entre la autorregulación y las estrategias de afrontamiento, a la vez que los análisis asociativos e inferenciales destacaron el papel de las metas como determinantes de las estrategias usadas para afrontar el estrés, especialmente, las referidas a la focalización en la resolución de problemas. Se discuten los resultados y se establecen implicaciones para las mejoras de estos procesos en los estudiantes opositores. The research objective was to establish relationships of association, interdependence and structural prediction between the variables of test anxiety, self-regulation and stress coping strategies. The theoretical framework of reference was the Studying, Learning and Performing under Stress (SLPS) Competency Model. Participating were 142 students who were preparing for professional examinations to attain a post as public school teacher (primary education), enrolled at academies in Almería (Spain) for this purpose. Previously validated questionnaires were administered for data collection. The study design was linear ex post-facto, with bivariate, inferential analyses of association (ANOVAs and MANOVAs) and of structural prediction. Results showed a negative relationship between test anxiety self-regulation, especially in students with high emotionality, and a negative impact on decision making. Positive relationships were found between test anxiety and strategies for coping with stress. Finally, a positive predictive relationship was verified between self-regulation and coping strategies, while associative and inferential analyses highlighted the role of goals as determining factors in strategies used for coping with stress, especially strategies that focus on problem solving. Results are discussed and implications for improving these processes in professional examination candidates are established.

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Competencia para Estudiar y Aprender en Contextos Estresantes: Fundamentos de la Utilidad e-Afrontamiento del Estrés Académico®

Cited by 3 publications

References 44 publications

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates

Relationships between test anxiety, self-regulation and strategies for coping with stress, in professional examination candidates

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