Barra lateral de artículos

Enviado
April 12, 2018
Publicado
April 12, 2018
Descargar
PDF
Estadística
Leer contador : 1334 Descargar : 1504

Descargas

Los datos de descargas todavía no están disponibles.

Contenido del artículo principal

Resumen

El propósito de este estudio es conocer la contribución de la controlabilidad del fracaso, las expectativas de éxito, la autoeficacia y la orientación a metas sobre el bienestar emocional. La muestra es de 982 estudiantes universitarios de seis titulaciones diferentes. Los resultados indican que la atribución de los fracasos a factores no controlables junto con la adopción de metas de evitación del rendimiento podría ser suficiente para mermar el bienestar emocional. Las expectativas de éxito, la atribución del fracaso a factores controlables y la percepción de autoeficacia estarían positivamente asociadas al bienestar emocional de los estudiantes en contextos universitarios. Las variables motivacionales empleadas aquí explican conjuntamente un 17.6% de la varianza de la ansiedad estado negativa.

Palabras clave

ansiedad estado negativa orientación a metas autoeficacia expectativas de éxito atribuciones ante el fracaso

Detalles del artículo

Cómo citar
Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Valle, A., & Núñez, J. C. (2018). Bienestar emocional de los estudiantes universitarios: el papel de la orientación a metas y las percepciones de control. PUBLICACIONES, 48(1), 173–181. https://doi.org/10.30827/publicaciones.v48i1.7324
Descargar cita
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

Referencias

  1. Arbuckle, J.L. (2009). Amos 18.0 User’s Guide. Crawfordville: Amos Development Corporation.
  2. Efklides, A. y Volet, S.(2005). Emotional experiences during learning: Multiple, situated and dynamic. Learning and Instruction 15, 377-380.
  3. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist 56, 218-226.
  4. Frenzel, A. C., Pekrun, R.yGoetz, T. (2007). Girls and mathematics —A “hopeless” issue?A control-value approach to gender differences in emotions towards mathematics.European Journal of Psychology of Education 22, 497-514.
  5. Goetz, T., Pekrun, R., Hall, N. y Haag, L. (2006). Academic emotions from a social cognitive perspective: Antecedents and domain specificity of students’ affect in the context of Latin instruction. British Journal of Educational Psychology, 76(2), 289-308.
  6. Goetz, T., Sticca, F., Pekrun, R., Murayama, K.y Elliot, A.J.(2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction 41, 115-125.
  7. Linnenbrink-García, L.yPekrunReinhard.R. (2011).Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology 36, 1-3.
  8. Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review 18, 315-341.
  9. Pekrun, R., Elliot, A. J., y Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test.Journal of educational Psychology, 98(3),583.
  10. Pekrun, R., Frenzel, A. C., Goetz, T., y Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. En P. Schutz y R. Pekrun (eds.), Emotion in education(pp.13-36). Amsterdam: Academic Press.
  11. Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R.H. y Perry, R.P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology 102, 531-549.
  12. Pekrun, R., Goetz, T., Perry, R.P., Kramer, K., Hochstadt, M. y Molfenterd, S. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ).Anxiety, Stress and Coping: An International Journal 17, 287-316.
  13. Pekrun, R., Goetz, T., Titz, W. y Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist 37, 91-105.
  14. Putwain, D.W., Sander, P. y Larkin, D. (2013).Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance. Learning and Individual Differences 25, 80-84.
  15. Pintrich, P. R., Smith, D. A., Garcia, T., y McKeachie, W. J. (1991).A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.
  16. Skaalvik, E. (1997). Self- enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
  17. Spielberger, C. D., Gorsuch, R. L., yLushene, R. E. (1970). Manual for the state-trait anxiety inventory.Palo Alto, CA: Consulting Psychologist.
  18. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. PsychologicalReview, 92(4),548.