Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

“…Currently, there is evidence regarding the role of personal resources in light of the emergence of stress and the protection of the subject when facing the said stress (Bruehlman-Senecal et al, 2016;Cabanach et al, 2017). Several researches emphasize the influence of personal variables when it comes to cushioning the negative effects of stress in academic contexts (Salanova et al, 2005;Loureiro, 2008).…”

“…The reason for these associations is the role of expectations as protective or buffering factors against stress (Frick et al, 2016). Thus, several studies (Paoloni and Bonetto, 2013;Cabanach et al, 2017) state that beliefs related to perceptions of competence influence the cognitive assessment that the subject makes as regard the demands of the environment, as well as the activation of certain strategies depending thereon. Specifically, it seems that people with high levels of perceived efficacy show greater confidence when responding to the demands of their environment, which, in turn, influences the perception of a threat (Cabanach et al, 2017).…”

“…Thus, several studies (Paoloni and Bonetto, 2013;Cabanach et al, 2017) state that beliefs related to perceptions of competence influence the cognitive assessment that the subject makes as regard the demands of the environment, as well as the activation of certain strategies depending thereon. Specifically, it seems that people with high levels of perceived efficacy show greater confidence when responding to the demands of their environment, which, in turn, influences the perception of a threat (Cabanach et al, 2017). Evidence indicates that subjects with high self-efficacy beliefs interpret context demands as less stressful and threatening than subjects with low self-efficacy beliefs (Aguilar et al, 2014;Nastaskin and Fiocco, 2015;Zhao et al, 2015;Schönfeld et al, 2016).…”

Self-esteem as a Protective Factor against Burnout in Students of Physiotherapy

“…Nuestras aportaciones, en defi nitiva, reforzarían conclusiones previas acerca del signifi cativo papel desempeñado por los recursos personales en el afrontamiento del estrés (y del estrés crónico) en contextos académicos (Cabanach et al, 2011;Cabanach, Fernández-Cervantes, González-Doniz y González, 2007). Estarían en la misma línea que el reciente trabajo de Yang, Yang, Li, Hou, Qj, Guan et al (2014), que pone de manifi esto cómo elevados niveles de autoestima, mediados por la necesidad de aprobación social, se relacionan con una menor vulnerabilidad al estrés en estudiantes universitarios.…”

“…Asimismo, una baja autoestima suele propiciar el auto-rechazo, la insatisfacción y el desajuste personal. Su potenciación incrementaría la resistencia al estrés, actuando como protector ante el riesgo de su aparición y propiciando, consecuentemente, un afrontamiento más efectivo, como ocurre con otros recursos personales (Cabanach, Souto, Fernández-Cervantes y Freire, 2011;Khramtsova, Saarnio, Gordeeva y Williams, 2007;Salami, 2008). Asimismo, y aceptando el paralelismo con el trabajo realizado en el contexto laboral por Menezes, Fernández-Calvo, Hernández-Martín, Ramos y Contador (2006), la mejora de esta dimensión favorecería el compromiso con el desempeño como estudiantes.…”