Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia

Cabanach, Ramón González; Souto-Gestal, Antonio; Cervantes, Ramón Fernández

doi:10.1016/j.ejeps.2017.07.002

Cited by 40 publications

(33 citation statements)

References 36 publications

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“…Currently, there is evidence regarding the role of personal resources in light of the emergence of stress and the protection of the subject when facing the said stress (Bruehlman-Senecal et al, 2016;Cabanach et al, 2017). Several researches emphasize the influence of personal variables when it comes to cushioning the negative effects of stress in academic contexts (Salanova et al, 2005;Loureiro, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…The reason for these associations is the role of expectations as protective or buffering factors against stress (Frick et al, 2016). Thus, several studies (Paoloni and Bonetto, 2013;Cabanach et al, 2017) state that beliefs related to perceptions of competence influence the cognitive assessment that the subject makes as regard the demands of the environment, as well as the activation of certain strategies depending thereon. Specifically, it seems that people with high levels of perceived efficacy show greater confidence when responding to the demands of their environment, which, in turn, influences the perception of a threat (Cabanach et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, several studies (Paoloni and Bonetto, 2013;Cabanach et al, 2017) state that beliefs related to perceptions of competence influence the cognitive assessment that the subject makes as regard the demands of the environment, as well as the activation of certain strategies depending thereon. Specifically, it seems that people with high levels of perceived efficacy show greater confidence when responding to the demands of their environment, which, in turn, influences the perception of a threat (Cabanach et al, 2017). Evidence indicates that subjects with high self-efficacy beliefs interpret context demands as less stressful and threatening than subjects with low self-efficacy beliefs (Aguilar et al, 2014;Nastaskin and Fiocco, 2015;Zhao et al, 2015;Schönfeld et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

et al. 2020

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Stress negatively affects the well-being and the quality of life of the society. Specifically in the academic context, it is relevant to analyze its levels due to its impact on performance and learning. There are factors that affect the said stress including, among others, self-efficacy, and emotional intelligence. The purpose of this study is to analyze how emotional intelligence and perceived self-efficacy affect student stress. In order to show this influence, two complementary methodologies are implemented: the structural equation models (SEMs) and the comparative qualitative analysis (QCA). A total of 477 students (85% of women) from a private University of Valencia participated in the study, with ages ranging from 18 to 53 years old (M = 21.57, SD = 3.68). The assessment instruments used were as follows: Emotional Intelligence Scale (TMMS-24) to measure emotional intelligence; General Self-Efficacy Scale (GSS) to measure selfefficacy; and Perceived Stress Scale (PSS) to measure stress. The results in the SEM endorse the hypotheses that emotional clarity and self-efficacy are negatively related to stress and positively related to emotional attention (EA), explaining 25% of the variance. The QCA results show that none of the variables is a necessary condition for inducing stress. Nevertheless, different combinations of these variables are sufficient conditions to explain 35% of the high stress levels. The most important combination over high stress levels seems to be the interaction between high levels of EA and low levels of self-efficacy. Regarding the low levels of perceived stress, there are sufficient conditions to explain 50% of them. Mainly, the most important interaction is between low levels of self-efficacy and low levels of EA. The comparison of both methodologies enables the broadening of new horizons at the methodological level applicable to different contexts.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

et al. 2020

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“…Nuestras aportaciones, en defi nitiva, reforzarían conclusiones previas acerca del signifi cativo papel desempeñado por los recursos personales en el afrontamiento del estrés (y del estrés crónico) en contextos académicos (Cabanach et al, 2011;Cabanach, Fernández-Cervantes, González-Doniz y González, 2007). Estarían en la misma línea que el reciente trabajo de Yang, Yang, Li, Hou, Qj, Guan et al (2014), que pone de manifi esto cómo elevados niveles de autoestima, mediados por la necesidad de aprobación social, se relacionan con una menor vulnerabilidad al estrés en estudiantes universitarios.…”

Section: Discusión Y Conclusionesunclassified

“…Asimismo, una baja autoestima suele propiciar el auto-rechazo, la insatisfacción y el desajuste personal. Su potenciación incrementaría la resistencia al estrés, actuando como protector ante el riesgo de su aparición y propiciando, consecuentemente, un afrontamiento más efectivo, como ocurre con otros recursos personales (Cabanach, Souto, Fernández-Cervantes y Freire, 2011;Khramtsova, Saarnio, Gordeeva y Williams, 2007;Salami, 2008). Asimismo, y aceptando el paralelismo con el trabajo realizado en el contexto laboral por Menezes, Fernández-Calvo, Hernández-Martín, Ramos y Contador (2006), la mejora de esta dimensión favorecería el compromiso con el desempeño como estudiantes.…”

Section: Introductionunclassified

Self-esteem as a Protective Factor against Burnout in Students of Physiotherapy

González-Cabanach

Fernández-Cervantes

Souto-Gestal

et al. 2016

Estudios sobre Educación

Self Cite

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Resumen: En los últimos años existe un creciente interés por determinar los factores que inciden en el origen y el mantenimiento del burnout académico. En este contexto, en el presente trabajo se analiza la posible existencia de diferencias signifi cativas en el burnout experimentado por los estudiantes universitarios en función de su nivel de autoestima. La muestra está compuesta por 487 estudiantes de Fisioterapia de diversas universidades españolas, 354 mujeres (72.68%) y 133 varones (27.32%), con edades comprendidas entre los 18 y los 47 años (M = 21.28 y DT = 4.32). Para medir la autoestima, se utilizó la Escala de Autoestima de Rosenberg; para evaluar el burnout, se usó el Maslach Burnout Inventory (MBI). Como procedimiento de análisis de datos, se efectuó un ANOVA de un factor, así como la d de Cohen. Los resultados de este trabajo ponen de manifi esto que, cuando los estudiantes tienen una baja autoestima, aparecen manifestaciones más claras de burnout. En cambio, cuanto mayor es la valoración que hacen de sí mismos, menores sínto-mas de agotamiento y despersonalización y mayores niveles de realización personal manifi estan los estudiantes. Dado el rol protector de la autoestima sobre el burnout, se incide en la importancia de potenciar la autoestima de los estudiantes como estrategia para prevenir la aparición del síndrome.

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Emotional Management Strategies for Employee Job Performance

León,

Pastora

2024

Lecture Notes in Networks and Systems

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Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia

Cited by 40 publications

References 36 publications

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA

Self-esteem as a Protective Factor against Burnout in Students of Physiotherapy

Emotional Management Strategies for Employee Job Performance

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