A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency

Abstract

The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models—the presage–process–product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory—underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage–process–product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

“…Additionally, the provision of academic advising to students with average academic performance will be useful to prevent its repercussions on their future studies and mental well-being. Keeping in view the previous literature, which supports that emotion management and regulation positively contribute to academic performance [ 45 , 46 , 47 , 48 , 49 ], the authors of this study suggest adaptation of such trainings for students in varied educational settings, including online learning environments.…”

“…Another recent study tested some models to identify the risk and protective factors associated with students studying, learning and performing under stress conditions [ 46 ]. The personality factors such as being diligent, careful and having a positive outlook/approach towards self and life shield against the academic stress in students.…”

“…This restricts the students’ access to a variety of support services, including direct guidance and counseling from their academic advisors. It is recommended that teachers should make appropriate adjustments during the online studies to create a sense of normalcy and control in students, which may include keeping regular contact hours and avoiding unexpected changes in the teaching process and assessment [ 46 ]. Additionally, equipping students with self-regulation through the application of internal and external regulation of learning processes can reduce the emotional consequences.…”

Students’ Entire Deep Learning Personality Model and Perceived Teachers’ Emotional Support

“…In addition, many studies have shown that an effective teaching environment should promote students’ deep learning, and the methods to promote students’ deep learning should focus on students’ intrinsic emotional support needs, take students as the center, encourage students to explore teaching methods independently, and allow students to generate learning interest during the learning process ( Entwistle and Ramsden, 1983 ; Biggs, 1988 , 1989 ; Whelan, 1988 ; Prosser and Millar, 1989 ; Ramsden, 2003 ; Tagg, 2003 ; de la Fuente, 2021 ). Studies have also shown that deep emotional investment must precede investment in learning behavior to detect whether the environment is threatening to learn ( Roeser et al, 1998 ; Christenson et al, 2012 ).…”

High School Students’ Social Jetlag, Lifelong Competency, and Academic Stress During the COVID-19 Pandemic: A Cross-Sectional Study

“…According to a previous study ( de la Fuente et al, 2021 ), self-initiated and self-regulated learning has influenced academic stress during the COVID-19 pandemic. Thus, considering the competency model for studying, learning, and performing under stress ( de la Fuente, 2021 ), lifelong learning competency is expected to affect academic stress in high school students. In this context, we thus hypothesize that chronotype, social jetlag, and lifelong learning competency affect high school students’ academic stress.…”