Carlos Freire

Profiles of Psychological Well-being and Coping Strategies among University Students

In the transactional model of stress, coping responses are the key to preventing the stress response. In this study, the possible role of psychological well-being as a personal determinant of coping strategies in the academic context was analyzed. Specifically, the study has two objectives: (a) to identify different profiles of students according to their level of psychological well-being; and (b) to analyze the differences between these profiles in the use of three coping strategies (positive reappraisal, support-seeking, and planning). Age, gender, and degree were estimated as covariables. A total of 1,072 university students participated in the study. Latent profile analysis was applied to four indices of psychological well-being: self-acceptance, environmental mastery, purpose in life, and personal growth. An optimal four-profile solution, reflecting significant incremental shifts from low to very high psychological well-being, was obtained. As predicted, the profile membership distinguished between participants in positive reappraisal, support-seeking, and planning. Importantly, the higher the profile of psychological well-being was, the higher the use of the three coping strategies. Gender differences in coping strategies were observed, but no interaction effects with psychological well-being were found. Age and degree were not relevant in explaining the use of coping strategies. These results suggest that psychological well-being stands as an important personal resource to favor adaptive coping strategies for academic stress.

Academic Goals and Self-Handicapping Strategies in University Students

In highly competitive settings like university, the fear of failure leads some students to protect their self-worth using self-handicapping strategies. The present investigation examines to what extent academic goals are related to those tactics in university students. Specifically, MANCOVA was applied to estimate statistical differences linked to behavioral and claimed self-handicapping strategies according to the level (high/medium/low) of four types of academic goal (achievement approach, achievement avoidance, mastery approach, and work avoidance). Degree, year in school, and gender were entered as covariates. 940 students (86.5% women) from University of A Coruña (M = 20.44; SD = 1.73) participated. Results show that: (a) both behavioral and claimed self-handicapping are promoted by ego-oriented goals (achievement avoidance, F(2, 937) = 23.56, p < .001, η p 2 = .048; achievement approach, F(2, 937) = 7.49, p < .001, η p 2 = .016); (b) work avoidance goals are related to behavioral self-handicapping (F(2, 937) = 9.09, p < .001, η p 2 = .019), but are not statistically linked to claimed self-handicapping; and (c) mastery approach goals are significantly, negatively related to both types of self-handicapping (F(2, 937) = 20.09, p < .001, η p 2 = .041). Psychological and educational implications of the findings are discussed.

Actitudes hacia las matemáticas en estudiantes de Educación Primaria: Diferencias en función del curso y del género

Within the teaching-learning process, intervention in the classroom is without doubt one of the most difficult and complex to design and carry out in search of achieving greater possible degree of learning by students. Due to the importance of this construct, the objective of this study was the development and validation (sample of 1401 students aged between 10 and 17 years) of a motivational assessment questionnaire of the learning process. The results offer an instrument consisting of 33 items, which provides information on intrinsic motivation, extrinsic and comprehensive Cronbachs α of .83, .93, and .93 respectively. The costs of interpretation of the questionnaire for each type of motivation are divided by gender and age, thus providing comparisons between peer groups reliably.

Estrategias de self-handicapping en estudiantes universitarios. Diferencias entre cursos

This paper analyzes possible statistical differences in behavioural and claimed self-handicapping strategies related to course factor. Cross-section ex post factum simple prospective study was used. The sample comprised a total of 691 students (86% women; Mage = 21.35; SD = 3.75) from University of A Coruna enrolled in first (54.8%) and third course (45.2%) of Educational Sciences (68.9%) and Health Sciences (31.1%). Results show that both behavioural and claimed self-handicapping strategies are significantly more used by students enrolled in third course of Educational Sciences and Health Sciences. Possible factors linked to learning environment that might promote self-handicapping are discussed. Moreover, psychological and educational guidance aimed at preventing academic self-handicapping is proposed.