Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

Arias, Jesús de la Fuente; Peralta-Sánchez, Francisco Javier; Vicente, José Manuel Martínez; Santos, Flávia Heloísa dos; Fadda, Salvatore; González, Martha Leticia Gaeta

doi:10.3390/su12176984

Cited by 10 publications

(11 citation statements)

References 87 publications

(100 reference statements)

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“…The fact that positive emotions are associated with self-regulated learning, while negative emotions are not, is consistent with previous research (De la Fuente et al, 2020 ), indicating that maintaining positive emotional states promotes more significant learning involvement. Likewise, as Hendrie and Bastacini ( 2020 ) state, positive and negative emotions influence people's judgment of their performance.…”

Section: Discussionsupporting

confidence: 91%

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

Gaeta

Rodriguez

2021

Front. Psychol.

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One of the main challenges in higher education is promoting students' autonomous and self-regulated learning, which involves managing their own emotions and learning processes in different contexts and circumstances. Considering that online learning during the COVID-19 pandemic may be an opportunity for university students to take greater responsibility for their learning, it is essential to explore the strategies they have developed in the face of emotional and learning challenges during the health crisis. This study aimed at analyzing the relationships between students' emotions, coping strategies, and self-regulated learning in online learning during COVID-19 home confinement. The participants were 1,290 Mexican students from different universities throughout the country, who answered an online self-report questionnaire from standardized instruments adapted to the pandemic. Data were analyzed with descriptive and inferential analyses, including a structural equation model (SEM). Findings indicate that, although anxiety, boredom, and frustration were present among participants during confinement, the primary emotions were gratitude, joy, and hope. Second, the main coping strategies used by students participating were focused on facing and reassessing the situation. Furthermore, tranquility, hope, gratitude, and joy were positively related to self-regulated learning, although, loneliness and disinterest were negatively related. Finally, it was found that an approach to coping strategies mediated the relationship between emotions and self-regulated learning. Thus, teachers should help students understand the relevance of active coping strategies and use student-centered learning models that promote autonomous and self-regulated learning, considering each learner's needs, during and after confinement.

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Section: Discussionsupporting

confidence: 91%

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

Gaeta

Rodriguez

2021

Front. Psychol.

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“…Academic subjects were not grouped a priori according to regulatory, nonregulatory, or dysregulatory teaching systems, something which would have made it possible to attribute a cause to this factor, nor were students categorized as practicing self-regulated, nonregulated, or dysregulated learning. Nonetheless, recent research has documented this (de la Fuente et al, 2019(de la Fuente et al, , 2020d. Future research should clarify these aspects, given that the pandemic continues to persist, and we will have the opportunity to analyze these variables.…”

Section: Limitations and Future Lines Of Researchmentioning

confidence: 97%

How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

et al. 2021

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The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching–learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18–25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.

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“…approach (deep vs. surface) and achievement emotions (positive vs. negative), respectively (de la Fuente et al, 2020e).…”

Section: Knowing (Knowledge)mentioning

confidence: 99%

“…In the second case, factors and adjustments that are most dysregulatory toward the learning process must be identified (e.g., drastic changes in content, methodologies, timing, and assessment). These must be avoided or corrected (de la Fuente et al, 2020e). 2) Process factors: Certain intervention strategies are suggested for maximizing the stress-buffering effect of the SLPS competency.…”

Section: ) Presage Factorsmentioning

confidence: 99%

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

Fuente

2021

Front. Psychol.

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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.

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Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

Cited by 10 publications

References 87 publications

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

The Impact of COVID-19 Home Confinement on Mexican University Students: Emotions, Coping Strategies, and Self-Regulated Learning

How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

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

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