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de la Fuente J, Lecuona-López L, Pachón-Basallo M, San Martín-Íñiguez L, Blanco-Sarto P. Addressing the links between and internal vs. external regulation factors, achievement emotions and gender in problematic use of ICT at university. Front Psychol 2024; 15:1382016. [PMID: 39165764 PMCID: PMC11334261 DOI: 10.3389/fpsyg.2024.1382016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2024] [Accepted: 07/18/2024] [Indexed: 08/22/2024] Open
Abstract
Context The study of internal and external regulation in the use of Information and Communications Technology (ICT) and the analysis of academic emotions have become increasingly important due to their impact on academic life at university. Objectives This research aims to investigate the links between internal vs. external regulation factors, achievement emotions, and gender in the problematic use of ICT among university students. Methodology The study recruited 317 university students, predominantly female (72.51%), using an ex-post facto design. The SRT-ERT scale was used to assess technology-related behaviors, and the AEQ Scales measured academic emotions before, during, and after class. Correlation analysis, multiple regression analysis, and ANOVA were employed to identify significant relationships. Results Significant relationships were identified between regulatory behaviors, with male students exhibiting more dysregulated behavior and greater exposure to dysregulatory technology environments. Individual and contextual behavioral nonregulation and dysregulation in the use of ICT were significantly predictive of negative academic emotions. Conclusion The findings suggest that both personal and contextual factors of regulation significantly influence the emotional experiences of students in academic settings. The study highlights the need for psycho-educational interventions to promote better regulatory behaviors among university students, particularly males.
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Affiliation(s)
- Jesús de la Fuente
- Department of Psychology, School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Leyre Lecuona-López
- Department of Psychology, School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Mónica Pachón-Basallo
- Department of Psychology, School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Leyre San Martín-Íñiguez
- Department of Psychology, School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Pablo Blanco-Sarto
- Department of Systematic Theology, School of Theology, University of Navarra, Pamplona, Spain
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Pablo-Ríos MV, Navarro-Asencio E, Mateos-Gordo P, García-Gómez R, Porras-Truque C, García Moreno LM. Dysexecutive symptomatology in everyday functioning and academic achievement in adolescents. Front Psychol 2024; 15:1323317. [PMID: 38863662 PMCID: PMC11165704 DOI: 10.3389/fpsyg.2024.1323317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 05/10/2024] [Indexed: 06/13/2024] Open
Abstract
Background During the educational stage, academic achievement depends on various social, family, and personal factors. Among the latter, executive skills in everyday life play a significant role in dealing with the academic demands of adolescents. Therefore, the aim of this study is to ascertain the effects of executive symptomatology in everyday functioning on academic achievement in adolescents. Method The study involved 910 students aged between 13 and 15 years (M = 14.09, SD = 0.68) from both public and private schools in the Community of Madrid. The DEX, BDEFS-CA, and BRIEF-SR questionnaires were utilised to assess executive difficulties, while grades in language, mathematics, and natural sciences were used as a measure of academic achievement. Results The data revealed statistically significant differences in working memory, emotional control, materials organisation, and task completion. In relation to language and natural sciences subjects. In the case of mathematics, emotional control and task completion were significant variables. Conclusion Our results indicate that certain executive skills that are manifested in everyday life activities can contribute, albeit in a variable way, to academic achievement in the subjects studied. This aspect is relevant insofar as it allows us to develop preventive interventions based on the executive training of these everyday skills.
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Affiliation(s)
- María Victoria Pablo-Ríos
- Faculty of Education and Psychology, Francisco de Vitoria University, Madrid, Spain
- Department of Psychobiology and Methodology in Behavioral Sciences, Faculty of Education, Complutense University of Madrid, Madrid, Spain
| | - Enrique Navarro-Asencio
- Department of Research and Psychology in Education, Faculty of Education, Complutense University of Madrid, Madrid, Spain
| | - Patricia Mateos-Gordo
- Department of Psychobiology and Methodology in Behavioral Sciences, Faculty of Education, Complutense University of Madrid, Madrid, Spain
| | - Raquel García-Gómez
- Department of Psychobiology and Methodology in Behavioral Sciences, Faculty of Education, Complutense University of Madrid, Madrid, Spain
| | - Claudia Porras-Truque
- Department of Psychobiology and Methodology in Behavioral Sciences, Faculty of Education, Complutense University of Madrid, Madrid, Spain
| | - Luis Miguel García Moreno
- Department of Psychobiology and Methodology in Behavioral Sciences, Faculty of Education, Complutense University of Madrid, Madrid, Spain
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Arrondo G, Mulraney M, Iturmendi-Sabater I, Musullulu H, Gambra L, Niculcea T, Banaschewski T, Simonoff E, Döpfner M, Hinshaw SP, Coghill D, Cortese S. Systematic Review and Meta-Analysis: Clinical Utility of Continuous Performance Tests for the Identification of Attention-Deficit/Hyperactivity Disorder. J Am Acad Child Adolesc Psychiatry 2024; 63:154-171. [PMID: 37004919 DOI: 10.1016/j.jaac.2023.03.011] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 03/25/2023] [Accepted: 03/29/2023] [Indexed: 04/04/2023]
Abstract
OBJECTIVE We aimed to quantify the clinical utility of continuous performance tests (CPTs) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD) compared to a clinical diagnosis in children and adolescents. METHOD Four databases (MEDLINE, PsycINFO, EMBASE, and PubMed) were screened until January 2023. Risk of bias of included results was judged with the Quality Assessment of Diagnostic Accuracy Studies (QUADAS-2). We statistically pooled the area under the curve, the sensitivity, and the specificity of 3 commonly used CPTs subscales: omission/inattention, commission/impulsivity, and total number of errors/ADHD subscales (PROSPERO registration: CRD42020168091). RESULTS A total of 19 studies using commercially available CPTs were identified. Results from up to 835 control individuals and 819 cases were combined in the summary receiver operating characteristic (ROC) curve analyses (sensitivity and specificity pooling), and up to 996 cases and 1,083 control individuals in the area under the curve (AUC) analyses. Clinical utility as measured by AUCs could be considered as barely acceptable (between 0.7 and 0.8) for the most part, with the best results for the total/ADHD score, followed by omissions/inattention, and poorest for commission/impulsivity scores. A similar pattern was found when pooling sensitivity and specificity: 0.75 (95% CI = 0.66-0.82) and 0.71 (0.62-0.78) for the total/ADHD score; 0.63 (0.49-0.75) and 0.74 (0.65-0.81) for omissions; and 0.59 (0.38-0.77) and 0.66 (CI = 0.50-0.78) for commissions. CONCLUSION At the clinical level, CPTs as a stand-alone tool have only a modest to moderate ability to differentiate ADHD from non-ADHD samples. Hence, they should be used only within a more comprehensive diagnostic process. STUDY PREREGISTRATION INFORMATION A systematic review of screening tools for ADHD in children and adolescents; https://www.crd.york.ac.uk/prospero/; CRD42020168091.
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Affiliation(s)
| | - Melissa Mulraney
- University of Melbourne, Australia, and Murdoch Children's Research Institute, Melbourne; Institute for Social Neuroscience, Ivanhoe, Australia
| | | | | | | | | | | | - Emily Simonoff
- Institute of Psychiatry, Psychology and Neuroscience, and Maudsley Biomedical Research Centre, King's College, London, United Kingdom
| | | | - Stephen P Hinshaw
- University of California, Berkeley, and the University of California, San Francisco, USA
| | - David Coghill
- University of Melbourne, Australia, and Murdoch Children's Research Institute, Melbourne
| | - Samuele Cortese
- University of Southampton, Southampton, United Kingdom; Solent NHS Trust, Southampton, United Kingdom; New York University, New York, and the University of Nottingham, United Kingdom
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de la Fuente J, Martínez-Vicente JM. Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW ™ in a university environment: theoretical basis, structure and functionality. Front Psychol 2024; 14:1299224. [PMID: 38356996 PMCID: PMC10866042 DOI: 10.3389/fpsyg.2023.1299224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 12/28/2023] [Indexed: 02/16/2024] Open
Abstract
This article describes and introduces the Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the theoretical assumptions of the model are presented. This model is an application of the 3P Model, Theory of Internal vs. External Behavioral Regulation and the Model of Competency for the Management of Stress and Psychological Wellbeing. Second, the conceptual structure of the model is presented. This model allows the structural and functional determination of the variables and predictive, mediating and final factors for stress and psychological wellbeing. Third, the functional structure is presented. For predictive factors, the internal and external self-regulation theoretical model allows us to assess levels of internal and external regulation of the individual and their context, as well as other personal and contextual factors involved in self-regulation. For mediating factors, the model of competence for the management of stress and wellbeing allows us to analyze conceptual (concept and principles), mediating (skills and metaskills) and attitudinal (attitudes, values and habits) variables. Finally, in relation to factors that condition outcomes, we can determine levels of response to stress and psychological wellbeing. Finally, limitations and conclusions are presented. The model also allows us to determine predictive relationships between those three types of variables and is functionally transferable to other contexts, including contexts proper to the psychology of education, clinical practice and healthcare, and psychosocial, organizational and technological contexts.
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Affiliation(s)
- Jesús de la Fuente
- Department of Teoría y Métodos de Investigación Educativa y Psicológica, School of Education and Psychology, University of Navarra, Pamplona, Spain
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Arrondo G, Osorio A, Magallón S, Lopez-del Burgo C, Cortese S. Attention-deficit/hyperactivity disorder as a risk factor for being involved in intimate partner violence and sexual violence: a systematic review and meta-analysis. Psychol Med 2023; 53:7883-7892. [PMID: 37485948 PMCID: PMC10755239 DOI: 10.1017/s0033291723001976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 06/12/2023] [Accepted: 06/27/2023] [Indexed: 07/25/2023]
Abstract
BACKGROUND Intimate partner violence (IPV) and sexual violence (SV) are significant problems world-wide, and they affect women disproportionally. Whether individuals with attention-deficit/hyperactivity disorder (ADHD) are at an increased risk of being involved in these types of violence is unclear. METHODS We carried out a systematic review and meta-analysis (PROSPERO registration CRD42022348165) of the associations between ADHD and being the victim or perpetrator of IPV and SV. Ratios of occurrence of violence were pooled in random-effects models and study risk of bias was evaluated using the Newcastle-Ottawa Scale. RESULTS A search on multiple databases, carried out on 7 October 2022, yielded 14 eligible studies (1 111 557 individuals). Analyses showed a higher risk of ADHD individuals being involved in IPV as perpetrators (six studies, OR 2.5, 95% CI 1.51-4.15) or victims (four studies, OR 1.78, 95% CI 1.06-3.0). Likewise, individuals with ADHD were at increased risk of being perpetrators (three studies, OR 2.73, 95% CI 1.35-5.51) or victims of SV (six studies, OR 1.84, 95% CI 1.51-2.24). Results were overall robust to different analytical choices. CONCLUSIONS Individuals with ADHD are at an increased risk of being involved in cases of violence, namely IPV and SV, either as victims or perpetrators. Although the causal path or mediating variables for these results are still unclear, this increased risk should inform evidence-based psychoeducation with individuals with ADHD, their families, and partners about romantic relationships and sexuality.
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Affiliation(s)
- Gonzalo Arrondo
- Institute for Culture and Society, University of Navarra, Pamplona, Spain
| | - Alfonso Osorio
- Institute for Culture and Society, University of Navarra, Pamplona, Spain
- School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Sara Magallón
- School of Education and Psychology, University of Navarra, Pamplona, Spain
| | | | - Samuele Cortese
- Centre for Innovation in Mental Health, School of Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK
- Clinical and Experimental Sciences (CNS and Psychiatry), Faculty of Medicine, University of Southampton, Southampton, UK
- Solent NHS Trust, Southampton, UK
- Hassenfeld Children's Hospital at NYU Langone, New York University Child Study Center, New York City, New York, USA
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
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de la Fuente J, Fuentes LJ, Santos FH, Pichardo MC, Díaz-Orueta U. Editorial: Executive functions, self-regulation and external-regulation: relations and new evidence. Front Psychol 2023; 14:1335354. [PMID: 38106386 PMCID: PMC10724014 DOI: 10.3389/fpsyg.2023.1335354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 11/17/2023] [Indexed: 12/19/2023] Open
Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
| | | | - Flavia H. Santos
- School of Psychology, University College of Dublin, Dublin, Ireland
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Werner M, Borgmann M, Laan E. Sexual Pleasure Matters - and How to Define and Assess It Too. A Conceptual Framework of Sexual Pleasure and the Sexual Response. INTERNATIONAL JOURNAL OF SEXUAL HEALTH : OFFICIAL JOURNAL OF THE WORLD ASSOCIATION FOR SEXUAL HEALTH 2023; 35:313-340. [PMID: 38595929 PMCID: PMC10903685 DOI: 10.1080/19317611.2023.2212663] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 05/04/2023] [Accepted: 05/05/2023] [Indexed: 04/11/2024]
Abstract
Objective Sexual pleasure is central to current understandings of sexual function, health, and wellbeing. In this article, we suggest that we lack a sufficiently specific, yet encompassing, definition of sexual pleasure and that we therefore lack comprehensive assessments of sexual pleasure. We introduce a definition of sexual pleasure and position it centrally in an adapted framework of the sexual response. In the framework, we include a taxonomy of rewards which can be retrieved from sex and thereby aim to capture the multifaceted nature of sexual pleasure. Methods/Results Through narrative review, we arrive at the definition, framework, and taxonomy by integrating theories of sexual motivation and response with the literature on sexual pleasure and basic rewards. We position this literature within theories of affect and personality which allows us to differentiate between the experience of and the tendency to experience sexual pleasure (i.e., state versus trait sexual pleasure). We discuss how this conceptualization of sexual pleasure could be reflected in self-report assessments to quantitatively assess sexual pleasure. Conclusions The framework may aid to understand the role of the diverse facets of sexual pleasure in sexual function, health, and wellbeing and contribute to giving sexual pleasure the center position it deserves in sex research and therapy.
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Affiliation(s)
- Marlene Werner
- Department of Sexology and Psychosomatic Obstetrics and Gynaecology, Amsterdam University Medical Center, University of Amsterdam, Amsterdam, The Netherlands
| | - Michèle Borgmann
- Department of Health Psychology and Behavioral Medicine, Institute of Psychology, University of Bern, Bern, Switzerland
| | - Ellen Laan
- Department of Sexology and Psychosomatic Obstetrics and Gynaecology, Amsterdam University Medical Center, University of Amsterdam, Amsterdam, The Netherlands
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de la Fuente J, Pachón-Basallo M, Martínez-Vicente JM, Peralta-Sánchez FJ, Garzón-Umerenkova A, Sander P. Self- vs. External-Regulation Behavior Scale TM in different psychological contexts: A validation study. Front Psychol 2022; 13:922633. [PMID: 36389553 PMCID: PMC9644468 DOI: 10.3389/fpsyg.2022.922633] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Accepted: 09/26/2022] [Indexed: 09/08/2024] Open
Abstract
The self- vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
| | | | | | | | | | - Paul Sander
- Department of Psychology, Teesside University, Middlesbrough, United Kingdom
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de la Fuente J, Martínez-Vicente JM, Santos FH, Sander P, Fadda S, Karagiannopoulou E, Boruchovitch E, Kauffman DF. Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts. Front Psychol 2022; 13:861493. [PMID: 35910968 PMCID: PMC9336543 DOI: 10.3389/fpsyg.2022.861493] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 05/31/2022] [Indexed: 12/16/2022] Open
Abstract
The aim of this paper is to demonstrate how Bandura's Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman's Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied.
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Affiliation(s)
- Jesús de la Fuente
- School Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
- *Correspondence: Jesús de la Fuente
| | | | - Flavia H. Santos
- School of Psychology, University College of Dublin, Dublin, Ireland
| | - Paul Sander
- School of Psychology, Tesside University, Middlesbrough, United Kingdom
| | - Salvatore Fadda
- Unit of Prevention of Stress, University of Sassari, Sassari, Italy
| | - Evangelia Karagiannopoulou
- Department of Psychology, School of Social Sciences, Institute of Humanities and Social Sciences, University Research Centre of Ioannina, Ioannina, Greece
| | - Evely Boruchovitch
- School of Education, UNICAMP State University of Campinas, São Paulo, Brazil
| | - Douglas F. Kauffman
- School of Clinical Medicine, Medical University of the Americas–Nevis, Devens, MA, United States
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de la Fuente J, Martínez-Vicente JM, Pachón-Basallo M, Peralta-Sánchez FJ, Vera-Martínez MM, Andrés-Romero MP. Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students. Front Psychol 2022; 13:876292. [PMID: 35814083 PMCID: PMC9258503 DOI: 10.3389/fpsyg.2022.876292] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Accepted: 05/19/2022] [Indexed: 01/03/2023] Open
Abstract
The aim of this research was to establish linear relations (association and prediction) and inferential relations between three constructs at different levels of psychological research - executive dysfunction (microanalysis), self-regulation (molecular level), and self- vs. external regulation (molar level), in the prediction of emotion regulation difficulties. We hypothesized that personal and contextual regulatory factors would be negatively related to levels of executive dysfunction and emotion regulation difficulties; by way of complement, non-regulatory and dysregulatory personal, and contextual factors would be positively related to these same difficulties. To establish relationships, we used a retrospective, ex post facto design, where 298 university students voluntarily participated by completing standardized self-reports. Linear and structural correlational, predictive analyses were performed, as well as inferential analyses. Results were consistent and validated the proposed hypotheses, for both association and prediction. The most important result refers to the discriminant value of the five-level combination heuristic for predicting Executive Function and External (contextual) Dys-Regulation. In conclusion: (1) both personal and contextual regulation factors must be analyzed in order to better understand the variation in executive functions and emotion regulation difficulties; (2) it is important to continue connecting the different levels of the constructs referring to self-regulation, given their complementary role in the behavioral analysis of regulation difficulties.
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Affiliation(s)
- Jesús de la Fuente
- Department of Theory and Methods of Educational and Psychological Research, School of Education and Psychology, University of Navarra, Pamplona, Spain
- Department of Psychology, School of Psychology, University of Almería, Almería, Spain
| | - José Manuel Martínez-Vicente
- Department of Theory and Methods of Educational and Psychological Research, School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Mónica Pachón-Basallo
- Department of Psychology, School of Psychology, University of Almería, Almería, Spain
| | - Francisco Javier Peralta-Sánchez
- Department of Theory and Methods of Educational and Psychological Research, School of Education and Psychology, University of Navarra, Pamplona, Spain
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de la Fuente J. A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency. Front Psychol 2021; 12:562372. [PMID: 34484015 PMCID: PMC8415087 DOI: 10.3389/fpsyg.2021.562372] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Accepted: 06/15/2021] [Indexed: 11/13/2022] Open
Abstract
The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models-the presage-process-product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory-underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage-process-product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
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Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18073793. [PMID: 33916478 PMCID: PMC8038604 DOI: 10.3390/ijerph18073793] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Revised: 03/25/2021] [Accepted: 04/01/2021] [Indexed: 02/08/2023]
Abstract
The Self-Regulation vs. External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students’ health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs.
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de la Fuente J, Kauffman DF, Dempsy MS, Kauffman Y. Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency. Front Psychol 2021; 12:613881. [PMID: 33664694 PMCID: PMC7921697 DOI: 10.3389/fpsyg.2021.613881] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2020] [Accepted: 01/12/2021] [Indexed: 12/20/2022] Open
Abstract
This theoretical analysis seeks to contribute to three objectives within the context of the proposed Frontiers Research Topic: (1) delimit two levels of analysis in the present pandemic situation: medicine-epidemiology and behavioral psychology, still under-addressed. While medicine has its essential role on the biological side, psychology has a comparable role on the behavioral side. (2) Analyze the importance of behavioral-educational factors in the pandemic situation, using a precise theoretical model from educational psychology for this analysis. (3) Propose preventive, psychoeducational intervention strategies based on the previous analyses.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Navarra, Pamplona, Spain
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de la Fuente J, Santos FH, Garzón-Umerenkova A, Fadda S, Solinas G, Pignata S. Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being. Front Psychiatry 2021; 12:596453. [PMID: 33679470 PMCID: PMC7928383 DOI: 10.3389/fpsyt.2021.596453] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 01/18/2021] [Indexed: 12/14/2022] Open
Abstract
In a population of young adults, this study analyzes possible linear relations of resilience and positivity to coping strategies and engagement-burnout. The aim was to establish a model with linear, associative, and predictive relations, to identify needs and make proposals for therapeutic intervention in different student profiles. A population of 1,126 undergraduate students with different student profiles gave their informed, written consent, and completed validated questionnaires (CD-RISC Scale; Positivity; Coping Strategies of Stress; Engagement, and Burnout). An ex post-facto design involved bivariate association analyses, multiple regression and structural predictions. The results offered evidence of associations and predictive relationships between resilience factors, positivity, coping strategies and engagement-burnout. The factors of resilience and positivity had significant differential associations (positive and negative) with factors of coping strategies. Their negative relationship to burnout factors, and positive relation to engagement factors, is especially important. Results of structural analysis showed an acceptable model of relationships between variables. We conclude with practical implications for therapeutic intervention: (1) the proactive factors of resilience reflect a perception of self-efficacy and the ability to change adaptively; (2) the reactive factors of resilience are usually associated with withstanding experiences of change, uncertainty or trauma.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
| | - Flavia H. Santos
- UCD School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Salvatore Fadda
- Stress Prevention Unit, University of Sassari, Sassari, Italy
| | - Giuliana Solinas
- Department of Biomedical Sciences, University of Sassari, Sassari, Italy
| | - Silvia Pignata
- STEM Unit and Centre for Workplace Excellence, University of South Australia, Adelaide, SA, Australia
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15
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López-Madrigal C, de la Fuente J, García-Manglano J, Martínez-Vicente JM, Peralta-Sánchez FJ, Amate-Romera J. The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18020522. [PMID: 33435219 PMCID: PMC7828022 DOI: 10.3390/ijerph18020522] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 12/26/2020] [Accepted: 12/30/2020] [Indexed: 11/21/2022]
Abstract
Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people’s resources to face adversity.
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Affiliation(s)
- Claudia López-Madrigal
- School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain;
- Institute for Culture and Society, University of Navarra, 31009 Pamplona, Spain;
- Correspondence:
| | - Jesús de la Fuente
- School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain;
- School of Psychology, University of Almería, 04120 Almería, Spain; (J.M.M.-V.); (F.J.P.-S.); (J.A.-R.)
| | | | | | | | - Jorge Amate-Romera
- School of Psychology, University of Almería, 04120 Almería, Spain; (J.M.M.-V.); (F.J.P.-S.); (J.A.-R.)
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16
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de la Fuente J, Sander P, Kauffman DF, Yilmaz Soylu M. Differential Effects of Self- vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students. Front Psychol 2020; 11:543884. [PMID: 33117221 PMCID: PMC7575817 DOI: 10.3389/fpsyg.2020.543884] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 09/14/2020] [Indexed: 11/26/2022] Open
Abstract
The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain.,School of Psychology, University of Almería, Almería, Spain
| | - Paul Sander
- School of Psychology, Teesside University, Middlesborough, United Kingdom
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17
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de la Fuente J, Peralta-Sánchez FJ, Martínez-Vicente JM, Sander P, Garzón-Umerenkova A, Zapata L. Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students. Front Psychol 2020; 11:1773. [PMID: 32982819 PMCID: PMC7480135 DOI: 10.3389/fpsyg.2020.01773] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2020] [Accepted: 06/26/2020] [Indexed: 01/29/2023] Open
Abstract
The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students’ level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention, and well-being are established.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain.,School of Psychology, University of Almería, Almería, Spain
| | | | | | - Paul Sander
- School of Psychology, Teesside University, Middlesbrough, United Kingdom
| | | | - Lucía Zapata
- Educational Psychologist, Cardiff Council, Cardiff, United Kingdom
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18
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de la Fuente J, Verónica Paoloni P, Vera-Martínez MM, Garzón-Umerenkova A. Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17124293. [PMID: 32560173 PMCID: PMC7345223 DOI: 10.3390/ijerph17124293] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/25/2020] [Revised: 06/06/2020] [Accepted: 06/09/2020] [Indexed: 12/18/2022]
Abstract
Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
- School of Psychology, University of Almería, 04120 Almería, Spain
- Correspondence:
| | - Paola Verónica Paoloni
- CONICET (National Scientific and Technical Research Council)—National University of Río Cuarto, Cordoba 5800, Argentina;
| | | | - Angélica Garzón-Umerenkova
- School of Psychology, Fundación Universitaria Konrad Lorenz, Cra. 9 Bis #62-43, 110231 Bogotá, Colombia;
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19
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de la Fuente J, Martínez-Vicente JM, Peralta-Sánchez FJ, Garzón-Umerenkova A, Vera MM, Paoloni P. Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students. Front Psychol 2019; 10:2070. [PMID: 31620044 PMCID: PMC6760021 DOI: 10.3389/fpsyg.2019.02070] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2019] [Accepted: 08/26/2019] [Indexed: 11/13/2022] Open
Abstract
The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain.,School of Psychology, University of Almería, Almería, Spain
| | - José Manuel Martínez-Vicente
- School of Psychology, University of Almería, Almería, Spain.,Center of Research of Psychology, University of Almería, Almería, Spain
| | - Francisco Javier Peralta-Sánchez
- School of Psychology, University of Almería, Almería, Spain.,Center of Research of Psychology, University of Almería, Almería, Spain
| | | | - Manuel Mariano Vera
- Department of Personality, Assessment and Psychological Treatment, University of Granada, Granada, Spain
| | - Paola Paoloni
- Río Cuato-CONICET National University, Córdoba, Argentina
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