Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

Autores
de la Fuente, Jesús; Martínez-Vicente, José Manuel; Peralta-Sánchez, Francisco Javier; Garzón-Umerenkova, Angélica; Vera, Manuel Mariano; Paoloni, Paola Veronica Rita
Año de publicación
2019
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
Fil: de la Fuente, Jesús. Universidad de Almeria; España. Universidad de Navarra; España
Fil: Martínez-Vicente, José Manuel. Universidad de Almeria; España
Fil: Peralta-Sánchez, Francisco Javier. Fundacion Universitaria Konrad Lorenz.; Colombia
Fil: Garzón-Umerenkova, Angélica. Fundacion Universitaria Konrad Lorenz.; Colombia
Fil: Vera, Manuel Mariano. Universidad de Granada; España
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Rio Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; Argentina
Materia
ACHIEVEMENT EMOTIONS
BURNOUT-ENGAGEMENT
SRL VS. ERL THEORY
STRESS
UNIVERSITY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/126117
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Studentsde la Fuente, JesúsMartínez-Vicente, José ManuelPeralta-Sánchez, Francisco JavierGarzón-Umerenkova, AngélicaVera, Manuel MarianoPaoloni, Paola Veronica RitaACHIEVEMENT EMOTIONSBURNOUT-ENGAGEMENTSRL VS. ERL THEORYSTRESSUNIVERSITYhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5https://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.Fil: de la Fuente, Jesús. Universidad de Almeria; España. Universidad de Navarra; EspañaFil: Martínez-Vicente, José Manuel. Universidad de Almeria; EspañaFil: Peralta-Sánchez, Francisco Javier. Fundacion Universitaria Konrad Lorenz.; ColombiaFil: Garzón-Umerenkova, Angélica. Fundacion Universitaria Konrad Lorenz.; ColombiaFil: Vera, Manuel Mariano. Universidad de Granada; EspañaFil: Paoloni, Paola Veronica Rita. Universidad Nacional de Rio Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; ArgentinaFrontiers Research Foundation2019-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/126117de la Fuente, Jesús; Martínez-Vicente, José Manuel; Peralta-Sánchez, Francisco Javier; Garzón-Umerenkova, Angélica; Vera, Manuel Mariano; et al.; Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students; Frontiers Research Foundation; Frontiers in Psychology; 10; 2070; 9-2019; 1-171664-1078CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/article/10.3389/fpsyg.2019.02070info:eu-repo/semantics/altIdentifier/url/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6760021/info:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2019.02070info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T10:02:01Zoai:ri.conicet.gov.ar:11336/126117instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 10:02:01.584CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
title Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
spellingShingle Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
de la Fuente, Jesús
ACHIEVEMENT EMOTIONS
BURNOUT-ENGAGEMENT
SRL VS. ERL THEORY
STRESS
UNIVERSITY
title_short Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
title_full Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
title_fullStr Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
title_full_unstemmed Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
title_sort Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students
dc.creator.none.fl_str_mv de la Fuente, Jesús
Martínez-Vicente, José Manuel
Peralta-Sánchez, Francisco Javier
Garzón-Umerenkova, Angélica
Vera, Manuel Mariano
Paoloni, Paola Veronica Rita
author de la Fuente, Jesús
author_facet de la Fuente, Jesús
Martínez-Vicente, José Manuel
Peralta-Sánchez, Francisco Javier
Garzón-Umerenkova, Angélica
Vera, Manuel Mariano
Paoloni, Paola Veronica Rita
author_role author
author2 Martínez-Vicente, José Manuel
Peralta-Sánchez, Francisco Javier
Garzón-Umerenkova, Angélica
Vera, Manuel Mariano
Paoloni, Paola Veronica Rita
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv ACHIEVEMENT EMOTIONS
BURNOUT-ENGAGEMENT
SRL VS. ERL THEORY
STRESS
UNIVERSITY
topic ACHIEVEMENT EMOTIONS
BURNOUT-ENGAGEMENT
SRL VS. ERL THEORY
STRESS
UNIVERSITY
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
Fil: de la Fuente, Jesús. Universidad de Almeria; España. Universidad de Navarra; España
Fil: Martínez-Vicente, José Manuel. Universidad de Almeria; España
Fil: Peralta-Sánchez, Francisco Javier. Fundacion Universitaria Konrad Lorenz.; Colombia
Fil: Garzón-Umerenkova, Angélica. Fundacion Universitaria Konrad Lorenz.; Colombia
Fil: Vera, Manuel Mariano. Universidad de Granada; España
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Rio Cuarto. Instituto de Investigaciones Sociales, Territoriales y Educativas. - Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Sociales, Territoriales y Educativas; Argentina
description The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
publishDate 2019
dc.date.none.fl_str_mv 2019-09
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/126117
de la Fuente, Jesús; Martínez-Vicente, José Manuel; Peralta-Sánchez, Francisco Javier; Garzón-Umerenkova, Angélica; Vera, Manuel Mariano; et al.; Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students; Frontiers Research Foundation; Frontiers in Psychology; 10; 2070; 9-2019; 1-17
1664-1078
CONICET Digital
CONICET
url http://hdl.handle.net/11336/126117
identifier_str_mv de la Fuente, Jesús; Martínez-Vicente, José Manuel; Peralta-Sánchez, Francisco Javier; Garzón-Umerenkova, Angélica; Vera, Manuel Mariano; et al.; Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students; Frontiers Research Foundation; Frontiers in Psychology; 10; 2070; 9-2019; 1-17
1664-1078
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/article/10.3389/fpsyg.2019.02070
info:eu-repo/semantics/altIdentifier/url/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6760021/
info:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2019.02070
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers Research Foundation
publisher.none.fl_str_mv Frontiers Research Foundation
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.13397

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