Abstract
Abstract
Introduction. The objective of this research study was to establish interdependence relation- ships between cognitive learning strategies, motivational strategies toward study and academ- ic stress, as variables of the Competency Model for Studying, Learning and Performing under Stress (SLPS), in a group of professional examination candidates.
Method. Participating were a total of 179 candidates who sought to obtain posts as primary school teachers. The variables were measured using previously validated self-reports. The study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs).
Results. The results showed very significant, positive interdependence relationships between cognitive learning strategies and motivational strategies toward study. In addition, very signif- icant, negative relationships were found between motivational strategies toward study and academic stress. However, direct interdependence relationships did not appear between cogni- tive learning strategies and academic stress.
Discussion. These results show that subjects with a high level of cognitive learning strategies used more motivational strategies toward study than subjects with a medium level, and these in turn used more motivational strategies than subjects with a low level. Moreover, they also show that subjects high in motivational strategies toward study suffered less academic stress than the medium and low subjects in this variable. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked on, not only as support for study, but also as prevention of academic stress and its negative effects, especially in highly stress-prone contexts.
Introduction. The objective of this research study was to establish interdependence relation- ships between cognitive learning strategies, motivational strategies toward study and academ- ic stress, as variables of the Competency Model for Studying, Learning and Performing under Stress (SLPS), in a group of professional examination candidates.
Method. Participating were a total of 179 candidates who sought to obtain posts as primary school teachers. The variables were measured using previously validated self-reports. The study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs).
Results. The results showed very significant, positive interdependence relationships between cognitive learning strategies and motivational strategies toward study. In addition, very signif- icant, negative relationships were found between motivational strategies toward study and academic stress. However, direct interdependence relationships did not appear between cogni- tive learning strategies and academic stress.
Discussion. These results show that subjects with a high level of cognitive learning strategies used more motivational strategies toward study than subjects with a medium level, and these in turn used more motivational strategies than subjects with a low level. Moreover, they also show that subjects high in motivational strategies toward study suffered less academic stress than the medium and low subjects in this variable. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked on, not only as support for study, but also as prevention of academic stress and its negative effects, especially in highly stress-prone contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 345-365 |
| Journal | Electronic Journal of Research in Educational Psychology |
| Volume | 45 |
| Publication status | Published - 1 Sept 2018 |