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The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

Author

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  • Rubén Trigueros

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Ana Padilla

    (Research Center Háblame, 04005 Almería, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • María J. Lirola

    (Department of Education, University of Almería, 04120 Almería, Spain)

  • Amelia V. García-Luengo

    (Department of Mathematics, University of Almería, 04120 Almería, Spain)

  • Patricia Rocamora-Pérez

    (Department of Nursing, Physiotherapy and Medicine, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Remedios López-Liria

    (Department of Nursing, Physiotherapy and Medicine, Health Research Centre, University of Almería, 04120 Almería, Spain)

Abstract

Students often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivation, critical thinking, metacognitive strategies and academic performance in university students. The study involved 2456 university students with an average age of 22.51 years. A structural equation model was created to analyse the causal relationships between the variables. The results showed that the psychological controlling of the teacher positively predicted academic stress while autonomy support negatively predicted academic stress. Academic stress negatively predicted motivation, metacognitive strategies, critical thinking and academic performance. Academic motivation positively predicted metacognitive strategies and critical thinking. Finally, metacognitive strategies and critical thinking positively predicted academic performance. These results highlight the importance of the role that the teacher adopts during classes and the protective factor of academic motivation in the presence of stress.

Suggested Citation

  • Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & María J. Lirola & Amelia V. García-Luengo & Patricia Rocamora-Pérez & Remedios López-Liria, 2020. "The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students," IJERPH, MDPI, vol. 17(23), pages 1-11, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:23:p:9089-:d:457350
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    References listed on IDEAS

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    1. Maryam Rahimirad & Mohammad Raouf Moini, 2015. "The Challenges of Listening to Academic Lectures for EAP Learners and the Impact of Metacognition on Academic Lecture Listening Comprehension," SAGE Open, , vol. 5(2), pages 21582440155, June.
    2. Rubén Trigueros & José M. Aguilar-Parra & Remedios López-Liria & Patricia Rocamora, 2019. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education," IJERPH, MDPI, vol. 16(22), pages 1-11, November.
    3. Choi, Changyong & Lee, Juyeon & Yoo, Min Sang & Ko, Eunhye, 2019. "South Korean children's academic achievement and subjective well-being: The mediation of academic stress and the moderation of perceived fairness of parents and teachers," Children and Youth Services Review, Elsevier, vol. 100(C), pages 22-30.
    4. Enric Ortega-Torres & Joan-Josep Solaz-Portoles & Vicente Sanjosé-López, 2020. "Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students," Sustainability, MDPI, vol. 12(17), pages 1-12, August.
    5. Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & Isabel Mercader & Remedios López-Liria & Patricia Rocamora, 2020. "The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance," IJERPH, MDPI, vol. 17(20), pages 1-12, October.
    6. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Remedios López-Liria & Joaquín F. Álvarez, 2019. "Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence," IJERPH, MDPI, vol. 16(13), pages 1-11, June.
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    Cited by:

    1. Rubén Trigueros & José Manuel Aguilar-Parra & Ana Manzano-León & Noelia Navarro & Isabel Mercader-Rubio, 2024. "Emotions, Motivation, and Metacognition of University Students in a SPOC Context," SAGE Open, , vol. 14(3), pages 21582440241, August.

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