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Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students

dc.contributor.authorde la Fuente J.
dc.contributor.authorFernández-Cabezas M.
dc.contributor.authorCambil M.
dc.contributor.authorVera M.M.
dc.contributor.authorGonzález-Torres M.C.
dc.contributor.authorArtuch-Garde R.
dc.date.accessioned2020-09-02T22:31:02Z
dc.date.available2020-09-02T22:31:02Z
dc.date.issued2017
dc.identifier10.3389/fpsyg.2017.01039
dc.identifier.citation8, JUN, -
dc.identifier.issn16641078
dc.identifier.urihttps://hdl.handle.net/20.500.12728/6694
dc.descriptionThe 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. © 2017 de la Fuente, Fernández-Cabezas, Cambil, Vera, González-Torres and Artuch-Garde.
dc.language.isoen
dc.publisherFrontiers Media S.A.
dc.subjectAcademic performance
dc.subjectCoping strategies
dc.subjectLearning approaches
dc.subjectResilience
dc.subjectUniversity stress
dc.titleLinear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students
dc.typeArticle


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