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

Author

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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)

  • Francisca Lahortiga-Ramos

    (Department of Psychiatry and Clinical Psychology, University Clinic of Navarra, 31008 Pamplona, Spain)

  • Carmen Laspra-Solís

    (Department of Psychiatry and Clinical Psychology, University Clinic of Navarra, 31008 Pamplona, Spain)

  • Cristina Maestro-Martín

    (Department of Psychiatry and Clinical Psychology, University Clinic of Navarra, 31008 Pamplona, Spain)

  • Irene Alustiza

    (Department of Psychiatry and Clinical Psychology, University Clinic of Navarra, 31008 Pamplona, Spain)

  • Enrique Aubá

    (Department of Psychiatry and Clinical Psychology, University Clinic of Navarra, 31008 Pamplona, Spain)

  • Raquel Martín-Lanas

    (Department of Psychiatry and Clinical Psychology, University Clinic of Navarra, 31008 Pamplona, Spain)

Abstract

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.

Suggested Citation

  • 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.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:6:p:2106-:d:335549
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    References listed on IDEAS

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    1. Carlos Freire & María del Mar Ferradás & José Carlos Núñez & Antonio Valle & Guillermo Vallejo, 2018. "Eudaimonic Well-Being and Coping with Stress in University Students: The Mediating/Moderating Role of Self-Efficacy," IJERPH, MDPI, vol. 16(1), pages 1-15, December.
    2. Akio Tada, 2017. "The Associations among Psychological Distress, Coping Style, and Health Habits in Japanese Nursing Students: A Cross-Sectional Study," IJERPH, MDPI, vol. 14(11), pages 1-10, November.
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    Cited by:

    1. 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.
    2. 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.
    3. 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.
    4. 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.
    5. 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.

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