Competencia para Estudiar y Aprender en Contextos Estresantes: Fundamentos de la Utilidad e-Afrontamiento del Estrés Académico®

Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates

“…All subjects had Spanish nationality, and most of them had completed their degree at University of Almería. Fuente et al, 2014) This was used to measure the presage variable: Unpleasant experience. It contains 7 items on a 4-point response scale, and assesses not only past experiences with professional examinations, but also perception of the current and future situation, and the resulting degree of affectedness.…”

“…Unlike in the clinical sphere (Costarelli & Patsai, 2012), educational research has not given proper attention to the stress response, although more articles are appearing in recent years (Mehmet & Watson, 2017). While stress in general is defined as an adaptive response when facing a threat, academic stress fundamentally pertains to perceived aspects such as loss of control over outcomes, arbitrariness of the grading system, demands of the situation and a lack of competence for studying and learning in stressful contexts (de la Fuente et al, 2014). Notwithstanding, academic stress has been shown to have substantial influence in certain cognitive processes, like memory and attention, and in motivational aspects (Serlachius, Hamer & Wardle, 2007).…”

“…On the other hand, anxiety associated with stress can also increase thoughts of worry and negative emotionality, considerably expanding negative thoughts and irrational beliefs, and diminishing motivation (Karaman & Watson, 2017). De la Fuente et al (2014) proposes that anxiety be assessed based on the correlates of stress, both cognitive (interfering thoughts) and physiological (level of activation). These correlates are considered product variables in the present research.…”

“…This model is founded on more than a decade of prior evidence of the interference between stress and cognitive and motivational processes during learning and study (Serlachius, Hamer & Wardle, 2007), and of the influence of aspects such as test anxiety and irrational beliefs on stress, thereby contributing to demotivation in the learning process (Largo-Wight, Peterson & Chen, 2005). Based on a definition of the stress response during learning as a complex, multidimensional process, with cognitive, physiological, emotional and behavioral indicators (Arsenio & Loria, 2014;de la Fuente et al, 2014;Romero, Master, Paunesku, Dweck, & Gross, 2014), this model seeks to incorporate all these aspects in order to evaluate their impact on academic stress. Figure 1.…”

Relaciones entre estrés académico, apoyo social, optimismo-pesimismo y autoestima en estudiantes universitarios

“…Quizás sea la población universitaria una de las menos estudiadas en cuanto al estrés (Martín 2007). Sin embargo puede asumirse que los estudiantes en la universidad sufren estrés que se puede calificar como académico (De la Fuente et al, 2014). Este estrés académico puede guardar relación con los exámenes y frecuentes evaluaciones, con la presión de los trabajos y tareas diarias, con las dificultades económicas que impactan en la calidad del estudio, con dificultades familiares o de otra índole que puede sufrir el estudiante dificultándole alcanzar el éxito (; Martín, 2007).…”