Relación entre la autorregulación personal y la confianza académica (presagio) con el engagement-bournout de los estudiantes universitarios (producto)

• Autores: Jesús de la Fuente Arias , Mireia López, Lucía Zapata Sevillano, Paul Sander, David W. Putwain
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 5, Nº. 1, 2014 (Ejemplar dedicado a: EL PODER DE LAS EMOCIONES: PSICOLOGÍA POSITIVA), págs. 17-22
• Idioma: español
• DOI: 10.17060/ijodaep.2014.n1.v5.642
• Títulos paralelos:
  • Relationship between personal self-regulation and academic confidence (prize) with engagement-bournout of university students (product)
• Enlaces
  • Texto completo
• Resumen
  • español

    Resumen.Introducción. La autorregulación personal ha sido definida como la capacidad de una persona para planificar, supervisar y dirigir su comportamiento en situaciones de cambio. La confianza académica es un término general que suele considerarse con carácter menos específico de la situación y, como tal, podría ser visto como un constructo de auto-eficacia académica. El Modelo 3P ha establecido diversas variables de presagio, proceso y producto de los alumnos, con una evidencia empírica consistente de estas relaciones. Entre las mismas, la investigación reciente está centrada en el establecimiento del papel de las variables emocionales y sus relaciones con las de carácter motivacional y cognitivo.Método. Un total de 250 estudiantes de la Universidad de Almería (España, correspondientes a segundo y cuarto curso, de Grado y Licenciatura, respectivamente,) participaron en esta investigación. Para la evaluación de la autorregulación personal se evaluó el Cuestionario de Autorregulación, SRQ en su versión española, CARAbreviada y validada en muestras españolas. Para la evaluación de la confianza académica el inventario ABC, validado con muestras españolas. El compromiso-agotamiento se evaluó a través de una versión española validada del Marlach Bournout Inventory Survey-Utrech Work Engegement Scale for Students, con adecuados índices de fiabilidad y validez de constructo. La cumplimentación de los cuestionarios se realizó de manera anónima, en clase y en semanas diferentes. Se utilizo un diseño de investigación de carácter ex post-facto. Los análisis realizados en relación a los objetivos e hipótesis propuestos fueron de asociación (correlaciones bivariadas de Pearson).Resultados. Apareció una relación general de asociación, positiva y significativa, entre la autorregulación personal y la confianza académica (variables presagio) con respecto a al compromiso emocional, engagement (como variable producto), así como negativa con el agotamiento emocional (bournout). También, aparecieron numerosas relaciones significativas específicas.Discusión. Los resultados confirman dos aspectos. De una parte, la relevancia de los modelos 3P y DIDEPRO, como heurísticos consistentes para el análisis del proceso de enseñanza-aprendizaje universitario. De otra, la importancia de las emocionales positivas (engagement) vs. negativas (bournout), asociadas a los constructos autorregulación personal y a la confianza académica.

  • English

    Introduction. Personal self-regulation has been defined as the ability of a person to plan, supervise and direct their behavior in situations of change. Academic confidence is a general term that is usually considered with a less specific character of the situation and, as such, could be seen as a construct of academic self-efficacy. The Model 3P has established diverse presage, process and product variables of the students, with consistent empirical evidence of these relationships. Among them, recent research is focused on establishing the role of emotional variables and their relationships with those of motivational and cognitive nature.Method. A total of 250 students from the University of Almeria (Spain, corresponding to the second and fourth years of the Bachelor's and Bachelor's degrees, respectively) participated in this research. For the evaluation of personal self-regulation, the Self-Regulation Questionnaire, SRQ in its Spanish version, CARAbreviada and validated in Spanish samples, was evaluated. For the evaluation of academic confidence, the ABC inventory, validated with Spanish samples. The commitment-depletion was assessed through a validated Spanish version of the Marlach Bournout Inventory Survey-Utrech Work Engegement Scale for Students, with adequate reliability and construct validity indexes. The completion of the questionnaires was done anonymously, in class and in different weeks. An ex post-facto research design was used. The analyzes carried out in relation to the objectives and hypotheses proposed were of association (Pearson bivariate correlations).Results There appeared a general association relationship, positive and significant, between personal self-regulation and academic confidence (presage variables) with respect to emotional commitment, engagement (as a product variable), as well as negative with emotional exhaustion (bournout). Also, numerous specific meaningful relationships appeared.Discussion. The results confirm two aspects. On the one hand, the relevance of the 3P and DIDEPRO models, as consistent heuristics for the analysis of the university teaching-learning process. On the other, the importance of positive emotional (engagement) vs. negative (bournout), associated with personal self-regulation constructs and academic confidence.

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