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Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/49576

Title: Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students
Authors: Fuente Arias, Jesús Enrique de la
Fernández Cabezas, María
Cambil, Matilde
Vera Martínez, Manuel Mariano
González Torres, María del Carmen
Artuch-Garde, Raquel
Issue Date: 30-Jun-2017
Abstract: The 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.
Publisher: Frontiers Media
Description: This research has been developed within the framework of the R & D Projects EDU2011-24805 (2011-2015) (MICIN, Spain). See:
- http://www.estres.investigacion-psicopedagogica.org/english
Keywords: Resilience
Learning approaches
Coping strategies
Academic performance
University stress
URI: http://hdl.handle.net/10481/49576
ISSN: 1664-1078
Citation: Fuente Arias, J.E.; et al. Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students. Frontiers in Psychology, 8: 1039 (2017). [http://hdl.handle.net/10481/49576]
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