@misc{10481/63267,
year = {2020},
month = {6},
url = {http://hdl.handle.net/10481/63267},
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.},
organization = {Spanish Government

PGC2018-094672-B-I00},
organization = {European Social Fund (ESF)},
organization = {University of Almeria, Spain 	
UAL18-SEJ-DO31-A-FEDER},
publisher = {MDPI},
keywords = {Achievement emotions},
keywords = {Self-regulation behavior},
keywords = {Academic stress situations},
keywords = {Undergraduate students},
keywords = {Emotional well-being},
title = {Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing},
doi = {10.3390/ijerph17124293},
author = {De la Fuente Arias, Jesús and Vera Martínez, Manuel Mariano},
}