IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v17y2020i12p4293-d372217.html
   My bibliography  Save this article

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

Author

Listed:
  • 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
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/17/12/4293/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/1660-4601/17/12/4293/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    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. 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.
    3. 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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    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.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Claudia López-Madrigal & Jesús de la Fuente & Javier García-Manglano & José Manuel Martínez-Vicente & Francisco Javier Peralta-Sánchez & Jorge Amate-Romera, 2021. "The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults," IJERPH, MDPI, vol. 18(2), pages 1-20, January.
    2. Xu Wang & Rui Luo & Pengyue Guo & Menglin Shang & Jing Zheng & Yuqi Cai & Phoenix K. H. Mo & Joseph T. F. Lau & Dexing Zhang & Jinghua Li & Jing Gu, 2022. "Positive Affect Moderates the Influence of Perceived Stress on the Mental Health of Healthcare Workers during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(20), pages 1-14, October.
    3. Raul Berrios & Peter Totterdell & Stephen Kellett, 2018. "When Feeling Mixed Can Be Meaningful: The Relation Between Mixed Emotions and Eudaimonic Well-Being," Journal of Happiness Studies, Springer, vol. 19(3), pages 841-861, March.
    4. Le Qin & Jie Lu & Ying Zhou & Tommy Tanu Wijaya & Yongxing Huang & Mohammad Fauziddin, 2022. "Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach," Sustainability, MDPI, vol. 14(20), pages 1-24, October.
    5. Molly A. Mather & Rebecca E. Ready, 2021. "Greater negative affect and mixed emotions during spontaneous reactions to sad films in older than younger adults," European Journal of Ageing, Springer, vol. 18(1), pages 29-43, March.
    6. Jaume-Miquel March-Amengual & Irene Cambra Badii & Joan-Carles Casas-Baroy & Cristina Altarriba & Anna Comella Company & Ramon Pujol-Farriols & Josep-Eladi Baños & Paola Galbany-Estragués & Agustí Com, 2022. "Psychological Distress, Burnout, and Academic Performance in First Year College Students," IJERPH, MDPI, vol. 19(6), pages 1-13, March.
    7. Todd B Kashdan & C Nathan DeWall & Carrie L Masten & Richard S Pond Jr & Caitlin Powell & David Combs & David R Schurtz & Antonina S Farmer, 2014. "Who Is Most Vulnerable to Social Rejection? The Toxic Combination of Low Self-Esteem and Lack of Negative Emotion Differentiation on Neural Responses to Rejection," PLOS ONE, Public Library of Science, vol. 9(3), pages 1-8, March.
    8. Liuna Geng & Jian Wang & Liping Cheng & Binbin Zhang & Hui Shen, 2019. "Mindful Learning Improves Positive Feelings of Cancer Patients’ Family Caregivers," IJERPH, MDPI, vol. 16(2), pages 1-9, January.
    9. Ana Cristina Escudero-Escudero & Antonio Segura-Fragoso & Pablo A. Cantero-Garlito, 2020. "Burnout Syndrome in Occupational Therapists in Spain: Prevalence and Risk Factors," IJERPH, MDPI, vol. 17(9), pages 1-8, May.
    10. Lorenza Corti & Carmen Gelati, 2020. "Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study," IJERPH, MDPI, vol. 17(6), pages 1-20, March.
    11. Jorge L. Villacís & Jesús de la Fuente & Concepción Naval, 2021. "Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes," IJERPH, MDPI, vol. 18(16), pages 1-20, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4293-:d:372217. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.