40
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Uso de estrategias cognitivas de regulación emocional ante la desaprobación de un examen: el rol de la autoeficacia académica en estudiantes universitarios Translated title: Using cognitive emotion regulation when disapprove a test: the role of academic self - efficacy in college students

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Resumen El estudio de las estrategias cognitivas de regulación emocional (afrontamiento cognitivo) es de suma importancia en el ámbito académico, donde están presentes diversos eventos estresores y es necesario implementar estrategias para minimizar el impacto emocional de estos. En tal sentido, la autoeficacia académica (AA) se relacionaría con el uso de determinadas estrategias, que podrían llevar al estudiante a un desempeño más adaptativo a lo largo del periodo de estudios, sobre todo cuando desaprueba una evaluación. Por ello, el objetivo del presente estudio fue evaluar la asociación entre la AA y las estrategias de afrontamiento cognitivo frente a la situación de desaprobar un examen en una muestra de 150 estudiantes de psicología (74% mujeres, Medad = 22.38). Fue utilizado el Cognitive Emotional Regulation Questionarie - 18, cuyas instrucciones se focalizaron en la situación de desaprobar un examen, y el Ítem único de Autoeficacia Académica, que representaría los grados de AA percibida. Los resultados indican que, a mayor grado de AA, es más frecuente el uso de estrategias como Aceptación y Vocalización en los planes; y un menor grado de AA se relaciona con la Rumiación y Catastrofización. Se discuten las implicancias teóricas y prácticas de los hallazgos.

          Translated abstract

          Abstract The research about cognitive emotional regulation (cognitive coping) is of big importance in the academic context, where several stressful events are present, and it is necessary to implement strategies to minimize their emotional impact. In this sense, the academic self-efficacy (ASE) would be related to the use of some strategies, which could lead the student to a more adaptive performance throughout the period of studies, especially when he disapproves of a test. Therefore, the aim of the present study was to evaluate the association between ASE and cognitive coping strategies in front of the situation of disapproving a test in a sample of 150 psychology students (74% women, Mage = 22.38). Was used the Cognitive Emotional Regulation Questionarie - 18, whose instructions focused on the exam disapproval situation, and the Single Item Academic Self-Efficacy, which would represent the perceived ASE grades. The results indicate that when more ASE, the more frequent the use of strategies such as Acceptance and Refocus on planing; and a low AA is related with Rumination and Catastrophizing. The theoretical and practical implications of the findings are discussed.

          Related collections

          Most cited references33

          • Record: found
          • Abstract: found
          • Article: not found

          Coefficient alpha and the internal structure of tests

          Psychometrika, 16(3), 297-334
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            The unicorn, the normal curve, and other improbable creatures.

              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Comparing the Pearson and Spearman correlation coefficients across distributions and sample sizes: A tutorial using simulations and empirical data.

              The Pearson product–moment correlation coefficient (rp) and the Spearman rank correlation coefficient (rs) are widely used in psychological research. We compare rp and rs on 3 criteria: variability, bias with respect to the population value, and robustness to an outlier. Using simulations across low (N = 5) to high (N = 1,000) sample sizes we show that, for normally distributed variables, rp and rs have similar expected values but rs is more variable, especially when the correlation is strong. However, when the variables have high kurtosis, rp is more variable than rs. Next, we conducted a sampling study of a psychometric dataset featuring symmetrically distributed data with light tails, and of 2 Likert-type survey datasets, 1 with light-tailed and the other with heavy-tailed distributions. Consistent with the simulations, rp had lower variability than rs in the psychometric dataset. In the survey datasets with heavy-tailed variables in particular, rs had lower variability than rp, and often corresponded more accurately to the population Pearson correlation coefficient (Rp) than rp did. The simulations and the sampling studies showed that variability in terms of standard deviations can be reduced by about 20% by choosing rs instead of rp. In comparison, increasing the sample size by a factor of 2 results in a 41% reduction of the standard deviations of rs and rp. In conclusion, rp is suitable for light-tailed distributions, whereas rs is preferable when variables feature heavy-tailed distributions or when outliers are present, as is often the case in psychological research.
                Bookmark

                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                psych
                Psychologia. Avances de la Disciplina
                Psychol. av. discip.
                Universidad San Buenaventura (Bogotá, Distrito Capital, Colombia )
                1900-2386
                December 2017
                : 11
                : 2
                : 99-112
                Affiliations
                [1] Lima Lima orgnameUniversidad de San Martín de Porres Peru
                Article
                S1900-23862017000200099
                10.21500/19002386.2716
                12fc76e5-0bed-435c-a96c-86babd9e2e50

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

                History
                : 06 April 2017
                : 09 November 2016
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 47, Pages: 14
                Product

                SciELO Colombia


                autoeficacia académica,afrontamiento cognitivo,regulación emocional,estudiantes universitarios,academic self-efficacy,cognitive coping,emotion regulation,college students

                Comments

                Comment on this article