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      Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates Translated title: La experiencia desagradable como determinante de las respuestas cognitivas, conductuales y fisiológicas de estrés académico en universitarios opositores

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          Abstract

          Abstract This investigation established unpleasant past experience in interdependent and predictive relations with irrational beliefs, test anxiety, self-regulated study and academic stress, variables belonging to the competency for performing in highly demanding contexts. Participants were 221 candidates enrolled in preparatory academies, where they were preparing for competitive exams for posts as public elementary school teachers. The variables were measured using validated self-reports. A linear, ex post-facto design was used, with inferential and structural analyses. Unpleasant experience was shown to have significant, positive, interdependent relations with irrational beliefs and physiological stress responses, as well as negative relations with self-regulated study. Significant, predictive, structural relations were found between unpleasant experience and cognitive, behavioral, and physiological stress responses. These results partially validate the relationships shown in the SLPS Competency model, which explains learning in stressful contexts; and offer evidence of the need to train students for these situations.

          Translated abstract

          Resumen Esta investigación estableció las relaciones de interdependencia y predicción entre experiencia desagradable previa y creencias irracionales, ansiedad evaluativa, autorregulación en el estudio y estrés académico, variables de la competencia para rendir en contextos de alta exigencia. Participaron 221 aspirantes de academias preparatorias a la función pública del cuerpo de Maestros. Las variables fueron medidas mediante autoinformes validados. El diseño fue ex post-facto lineal, con análisis inferenciales y estructurales. Los resultados mostraron relaciones significativas positivas de interdependencia de la experiencia desagradable con las creencias irracionales y respuestas fisiológicas de estrés, así como negativas con la autorregulación en el estudio. Además, apareció una relación estructural predictiva significativa entre experiencia desagradable y respuestas cognitivas, conductuales y fisiológicas de estrés. Estos resultados validan parcialmente las relaciones del modelo CAERE, explicando el aprendizaje en contextos estresantes, y evidencian la necesidad de entrenar a los estudiantes ante estas situaciones.

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          Academic and emotional functioning in middle school: the role of implicit theories.

          Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention.
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            Stress and weight change in university students in the United Kingdom.

            Students in the US have been shown to gain weight during their first year at university. This study examined whether students in Britain have a similar weight change during their first year at university, and tested the hypothesis that stress plays a role. A cross-sectional survey was conducted to assess stress and perceived weight change. Two hundred and sixty eight students at University College London completed the questionnaire at the end of their first year of university. On average, students reported a significant weight increase (1.53 kg+/-2.70, p<0.001), although there was considerable variation, with 55% of the sample reporting weight gain, 12% weight loss, and 33% remaining stable. Logistic regression analyses demonstrated that stress was associated with greater risk of weight gain (OR, 1.27, 95% CI, 1.12 to 1.44, p=0.001) and weight loss (1.33, 1.10 to 1.61, p=0.003), but associations were stronger among women. The associations remained unchanged after adjustment for health behaviours. Our findings confirm a modest weight gain over the first year at university, which was associated with higher levels of perceived stress in women.
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              Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

              The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.
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                Author and article information

                Journal
                ap
                Anales de Psicología
                Anal. Psicol.
                Universidad de Murcia (Murcia, Murcia, Spain )
                0212-9728
                1695-2294
                2019
                : 35
                : 3
                : 472-482
                Affiliations
                [2] orgnameUniversity of Almería Spain
                [1] orgnameUniversity of Navarra Spain
                Article
                S0212-97282019000300014 S0212-9728(19)03500300014
                10.6018/analesps.35.3.323101
                d5ae4894-3a6b-466a-a090-3f7b63caef4f

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 28 February 2018
                : 31 March 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 38, Pages: 11
                Product

                SciELO Spain

                Categories
                Developmental and Educational Psychology

                self-regulated study,estrés académico,SLPS Competency model,academic stress,irrational beliefs,test anxiety,modelo CAERE,creencias irracionales,ansiedad evaluativa,autorregulación en el estudio

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