Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students
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AuthorFuente Arias, Jesús Enrique de la; Fernández Cabezas, María; Cambil, Matilde; Vera Martínez, Manuel Mariano; González Torres, María del Carmen; Artuch-Garde, Raquel
ResilienceLearning approachesCoping strategiesAcademic performanceUniversity stress
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]
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.