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Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

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  • Jesús de la Fuente

    (School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
    School of Psychology, University of Almería, 04120 Almería, Spain)

  • Paola Verónica Paoloni

    (CONICET (National Scientific and Technical Research Council)—National University of Río Cuarto, Cordoba 5800, Argentina)

  • Manuel Mariano Vera-Martínez

    (University School La Inmaculada, University of Granada, Calle Joaquina Eguaras, 114, 18013 Granada, Spain)

  • Angélica Garzón-Umerenkova

    (School of Psychology, Fundación Universitaria Konrad Lorenz, Cra. 9 Bis #62-43, 110231 Bogotá, Colombia)

Abstract

Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

Suggested Citation

  • Jesús de la Fuente & Paola Verónica Paoloni & Manuel Mariano Vera-Martínez & Angélica Garzón-Umerenkova, 2020. "Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing," IJERPH, MDPI, vol. 17(12), pages 1-20, June.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4293-:d:372217
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    References listed on IDEAS

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    1. Jesús de la Fuente & Francisca Lahortiga-Ramos & Carmen Laspra-Solís & Cristina Maestro-Martín & Irene Alustiza & Enrique Aubá & Raquel Martín-Lanas, 2020. "A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism," IJERPH, MDPI, vol. 17(6), pages 1-24, March.
    2. Anthony D. Ong & Cindy S. Bergeman, 2004. "The Complexity of Emotions in Later Life," The Journals of Gerontology: Series B, The Gerontological Society of America, vol. 59(3), pages 117-122.
    3. Jesús De la Fuente & Israel Mañas & Clemente Franco & Adolfo J. Cangas & Encarnación Soriano, 2018. "Differential Effect of Level of Self-Regulation and Mindfulness Training on Coping Strategies Used by University Students," IJERPH, MDPI, vol. 15(10), pages 1-20, October.
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    Cited by:

    1. Mónica Pachón-Basallo & Jesús de la Fuente & María Carmen Gonzáles-Torres, 2021. "Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students," IJERPH, MDPI, vol. 18(7), pages 1-20, April.

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