ArticleInternational journal of environmental research and public health2020
Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing.
Article in International journal of environmental research and public health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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13 citing papers in PubMed, 39 citations in OpenAlex.
- Supporting Student Success with the "Stress Stories Project" Pilot Intervention Study: An Integrated Approach to Regulating Stress and Enhancing Learning Management to Support Flourishing at School.Canadian journal of school psychology · 2026Article
- Workplace learning: the bidirectional relationship between stress and self-regulated learning in undergraduates.BMC medical education · 2024Article
- Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts.Frontiers in psychology · 2022Review
- Self- vs. External-Regulation Behavior ScaleFrontiers in psychology · 2022Article
- Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students.Frontiers in psychology · 2022Article
- Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil.International journal of environmental research and public health · 2021Article
- Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students.International journal of environmental research and public health · 2021Article
- A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency.Frontiers in psychology · 2021Article
- Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being.Frontiers in psychiatry · 2021Article
- How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.Frontiers in psychology · 2021Article
- School Burnout Inventory: Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of High School Students.Frontiers in psychology · 2021Article
- Key Teacher Attitudes for Sustainable Development of Student Employability by Social Cognitive Career Theory: The Mediating Roles of Self-Efficacy and Problem-Based Learning.Frontiers in psychology · 2020Article
- Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students.Frontiers in psychology · 2020Article
Corrections and comments
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Authors and funding
4 authors at 4 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
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.
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