Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Jesús de la Fuente, Paola Verónica Paoloni, Manuel Mariano Vera-Martínez and Angélica Garzón-Umerenkova
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Jesús de la Fuente: School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
Paola Verónica Paoloni: CONICET (National Scientific and Technical Research Council)—National University of Río Cuarto, Cordoba 5800, Argentina
Manuel Mariano Vera-Martínez: University School La Inmaculada, University of Granada, Calle Joaquina Eguaras, 114, 18013 Granada, Spain
Angélica Garzón-Umerenkova: School of Psychology, Fundación Universitaria Konrad Lorenz, Cra. 9 Bis #62-43, 110231 Bogotá, Colombia

IJERPH, 2020, vol. 17, issue 12, 1-20

Abstract: Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

Keywords: achievement emotions; self-regulation behavior; academic stress situations; undergraduate students; emotional well-being (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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