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dc.contributor.authorFuente, Jesús de la
dc.contributor.authorFernández-Cabezas, María
dc.contributor.authorVera, Manuel M
dc.contributor.authorGonzález-Torres, María del Carmen
dc.contributor.authorArtuch-Garde, Raquel
dc.date2017-06
dc.date.accessioned2017-09-01T09:22:33Z
dc.date.available2017-09-01T09:22:33Z
dc.identifier.issn1664-1078
dc.identifier.urihttps://reunir.unir.net/handle/123456789/5515
dc.description.abstractThe aim of the present research was to analyze the linear relationship between resilience (meta-motivational variable), learning approaches (meta-cognitive variables), strategies for coping with academic stress (meta-emotional variable) and academic achievement, necessary in the context of university academic stress. A total of 656 students from a southern university in Spain completed different questionnaires: a resiliency scale, a coping strategies scale, and a study process questionnaire. Correlations and structural modeling were used for data analyses. There was a positive and significant linear association showing a relationship of association and prediction of resilience to the deep learning approach, and problem-centered coping strategies. In a complementary way, these variables positively and significantly predicted the academic achievement of university students. These results enabled a linear relationship of association and consistent and differential prediction to be established among the variables studied. Implications for future research are set out.es_ES
dc.language.isoenges_ES
dc.publisherFrontiers in Psychologyes_ES
dc.relation.ispartofseries;vol. 8
dc.relation.urihttp://journal.frontiersin.org/article/10.3389/fpsyg.2017.01039/fulles_ES
dc.rightsopenAccesses_ES
dc.subjectresiliencees_ES
dc.subjectlearning approacheses_ES
dc.subjectcoping strategieses_ES
dc.subjectacademic performancees_ES
dc.subjectuniversity stresses_ES
dc.subjectJCRes_ES
dc.subjectScopuses_ES
dc.titleLinear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Studentses_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttp://dx.doi.org/10.3389/fpsyg.2017.01039


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