Perceived stress in university students studying in a further education college

Shaw, M.; Peart, Daniel J.; Fairhead, Orrin James William

doi:10.1080/13596748.2017.1362534

Cited by 28 publications

(27 citation statements)

References 38 publications

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“…As seen in prior evidence, students with little self-regulation are the ones that require greater external regulation. Certain prior evidence has shown results that concur with this idea ( Shaw et al, 2017 ; Bingen et al, 2019 ). In addition, the teacher’s level of self-regulation ( Capa-Aydin et al, 2009 ) increases the likelihood of regulatory teaching ( Randi, 2004 ; Monshi-Toussi et al, 2011 ), although this relationship has not been addressed in the present study.…”

Section: Discussionmentioning

confidence: 67%

Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students

Fuente

Sander

Kauffman³

et al. 2020

Front. Psychol.

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The aim of this research was to determine the degree to which undergraduate students' learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university.

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Section: Discussionmentioning

confidence: 67%

Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students

Fuente

Sander

Kauffman³

et al. 2020

Front. Psychol.

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show abstract

“…If the context is non-regulating or dysregulating, it will probably not help students improve their learning process, especially if students have low SR. As seen in prior evidence, students with little SR require greater external regulation. Certain prior evidence has shown results consistent with this idea (Shaw et al, 2017;Bingen et al, 2019;Kassymova et al, 2019).…”

Section: Implications For the Practice Of Educational Psychology At Umentioning

confidence: 60%

“…From an Educational Psychology perspective, however, it seems reasonable to approach the study of stress as a contextualized phenomenon within the teaching-learning process (Mainhard et al, 2018). On one hand, the learning process can by accompanied by the experience of stress and by the use of resources for managing stress (coping strategies), depending on characteristics of the individual (Shaw et al, 2017;Rapillard et al, 2019). On the other hand, the context, or teaching process, can give rise to stressful experiences and to the use of stress management methods (Frenzel et al, 2018;Gentsch et al, 2018;Collie et al, 2019).…”

Section: Academic Stress At Universitymentioning

confidence: 99%

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

Fuente

Romera²,

González-Torres

et al. 2020

Front. Psychol.

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The SRL vs. ERL Theory TM 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 teachinglearning process at university and for students' emotional health are discussed.

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“…Depending on their individual characteristics, students in these contexts use different methods or coping strategies to manage stress [14]. Prior research has reported predictive relationships between self-regulation and coping strategies [15], and between resilience, coping and burnout [16].…”

Section: Introductionmentioning

confidence: 99%

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

Arias

Lahortiga-Ramos

Laspra-Solís

et al. 2020

IJERPH

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Achievement emotions that the university student experiences in the learning process can be significant in facilitating or interfering with learning. The present research looked for linear and predictive relations between university students’ achievement emotions, coping strategies, and engagement-burnout, in three different learning situations (classroom, study time, and testing). Hypotheses were identified for a possible model that would analyze the two facets of perfectionism based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive emotions would predispose the use of problem-focused coping strategies and an emotional state of engagement; in the case of perfectionistic concerns, however, negative emotions would predispose the use of emotion-focused strategies and a state of burnout. A total of 654 university students participated in the study, using an online tool to complete validated questionnaires on the three study variables. All students provided informed consent and corresponding permissions. Given the ex-post facto linear design, the predictions could be verified for each situation by means of logistic regression analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree, to the proposed theoretical relations. The testing situation was of particular interest. We discuss implications for perfectionism research and for the practice of prevention, education and health care in the university setting.

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Perceived stress in university students studying in a further education college

Abstract: Orrin (2017) Perceived stress in university students studying in a further education college. Research in Post-Compulsory Education, 22 (3). pp.

Cited by 28 publications

References 38 publications

Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students

Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

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