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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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2
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Rahiman HU, Panakaje N, Kulal A, Harinakshi, Parvin SMR. Perceived academic stress during a pandemic: Mediating role of coping strategies. Heliyon 2023; 9:e16594. [PMID: 37287604 PMCID: PMC10232934 DOI: 10.1016/j.heliyon.2023.e16594] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 05/09/2023] [Accepted: 05/22/2023] [Indexed: 06/21/2024] Open
Abstract
COVID-19 rampant has impacted almost all sections of society, and the repercussions were mostly negative experiences for people and have resulted by way of disruption in their daily routines. Academics is one such vital section that has suffered directly because of the inaccessibility of a comfortable educational procedure. Due to a shift in the form of education, most of the student community failed to obtain routine and regular education as the government entirely shuttered educational facilities to limit the spread of disease. In this light, this research attempted to examine the amount of academic stress experienced by students during the COVID-19 Pandemic and the strategies they have adopted to cope with this unheard type of uncertain situation. The findings of the study indicated substantial variations in Academic Stress, Exam Anxiety, and Coping Strategies across various demographic characteristics of the respondents. Another significant finding is that students from poor socio-economic backgrounds and those seeking post-graduate courses are more stressed. As an inference, it is also opined that to mitigate the impact of the COVID-19 crisis on student performance and psychological well-being, special focus, or techniques for accommodating exam environments by the student should be implemented. To minimize stress, the study also proposed efficient coping techniques to lower the amount of stress in various academic tasks.
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Affiliation(s)
| | - Niyaz Panakaje
- The Yenepoya Institute of Arts, Science, Commerce & Management, Yenepoya (Deemed to be University), Deralakatte, 575018, Mangalore, Karnataka, India
| | - Abhinandan Kulal
- Guest Faculty, Department of Commerce, University Evening College, Mangaluru, India
| | - Harinakshi
- Research Scholar, Institute of Management and Commerce, Srinivas University, Mangalore, India
| | - S M Riha Parvin
- Institute of Management and Commerce, Srinivas University, Mangalore, India
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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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Alvarez-Alonso MJ, Scott R, Morales-Muñoz I. Editorial: COVID-19: Mid- and Long-Term Educational and Psychological Consequences for Students and Educators. Front Psychol 2022; 13:903022. [PMID: 35519650 PMCID: PMC9062180 DOI: 10.3389/fpsyg.2022.903022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 03/24/2022] [Indexed: 11/30/2022] Open
Affiliation(s)
| | - Ricardo Scott
- Departamento de Psicología Evolutiva y Didáctica, Universidad de Alicante, San Vicente del Raspeig, Spain
| | - Isabel Morales-Muñoz
- Institute for Mental Health, School of Psychology, University of Birmingham, Edgbaston, United Kingdom
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Sáiz-Manzanares MC, Almeida LS, Martín-Antón LJ, Carbonero MA, Valdivieso-Burón JA. Teacher Training Effectiveness in Self-Regulation in Virtual Environments. Front Psychol 2022; 13:776806. [PMID: 35418894 PMCID: PMC9000986 DOI: 10.3389/fpsyg.2022.776806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 02/23/2022] [Indexed: 11/13/2022] Open
Abstract
Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and instructional design aimed at promoting the development of self-regulated learning (SRL) and automatic feedback systems. In this study, work was carried out with 23 teachers (8 inexperienced and 15 experienced teachers) in a training programme conducted through Moodle. The aims were: (1) to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, (2) to determine whether clusters of behaviour patterns corresponded to the type of teacher and (3) to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments.
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Affiliation(s)
- María Consuelo Sáiz-Manzanares
- Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Research Group DATAHES, Universidad de Burgos, Burgos, Spain
| | - Leandro S Almeida
- Instituto de Educação, Research Group CIEd, Universidade do Minho, Braga, Portugal
| | - Luis J Martín-Antón
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid, Valladolid, Spain
| | - Miguel A Carbonero
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid, Valladolid, Spain
| | - Juan A Valdivieso-Burón
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid, Valladolid, Spain
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Muñoz-Violant S, Violant-Holz V, Gallego-Jiménez MG, Anguera MT, Rodríguez MJ. Coping strategies patterns to buffer the psychological impact of the State of Emergency in Spain during the COVID-19 pandemic's early months. Sci Rep 2021; 11:24400. [PMID: 34937863 PMCID: PMC8695586 DOI: 10.1038/s41598-021-03749-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Accepted: 12/08/2021] [Indexed: 12/24/2022] Open
Abstract
Coping style represents the cognitive and behavioral patterns to manage particular demands appraised as taxing the resources of individuals. Studies report associations between certain coping styles and levels of adjustment of anxious symptomatology and emotional distress. The main objective of this study was to analyze behavioral co-occurrent patterns and relationships in the coping strategies used to deal with psychological distress displayed by the Spanish adult population during the first State of Emergency and lockdown of the COVID-19 pandemic. This is a cross-sectional study that uses selective methodology complemented with an indirect observational methodology, with a nomothetic/punctual/unidimensional design. We collected 996 surveys from 19 out of the 22 autonomous regions in Spain. We focused the analysis on sociodemographic variables, cumulative incidence of the COVID-19 disease and psychological distress variables. We performed two different inferential analyses: Lag sequential analysis to define the participant coping patterns, and polar coordinate analysis to study the interrelationship of the focal behavior with conditioned behaviors. We found behavioral co-occurrent patterns of coping strategies with problem avoidance being found as the coping strategy most frequently engaged by participants. Interestingly, the problem avoidance strategy was not associated with lower anxious symptomatology. By contrast, emotion-focused strategies such as express emotions and social support were associated with higher anxious symptomatology. Our findings underscore the importance of furthering our understanding of coping as a way to aid psychological distress during global public health emergencies.
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Affiliation(s)
- Sarah Muñoz-Violant
- Hospital Pedagogy in Neonatology and Pediatrics-Research Group, Universitat de Barcelona, 08035, Barcelona, Spain
- Foundation for Global Community Health, Las Vegas, NV, 89012, USA
- Department of Psychiatry, University of British Columbia, Vancouver, BC, Canada
| | - Verónica Violant-Holz
- Foundation for Global Community Health, Las Vegas, NV, 89012, USA.
- Department of Didactics and Educational Organization, Faculty of Education, Universitat de Barcelona, Llevant Building, 2nd floor. Passeig de la Vall d'Hebron, 171, 08035, Barcelona, Spain.
- International Observatory in Hospital Pedagogy, Universitat de Barcelona, 08035, Barcelona, Spain.
| | - M Gloria Gallego-Jiménez
- Faculty of Education, Universidad Internacional de la Rioja, 26006, Logroño, La Rioja, Spain
- CEU San Pablo University, 28003, Madrid, Spain
| | - M Teresa Anguera
- Faculty of Psychology, Institute of Neurosciences, Universitat de Barcelona, 08035, Barcelona, Spain
| | - Manuel J Rodríguez
- Department Biomedical Sciences, Institute of Neurosciences, School of Medicine and Health Sciences, Universitat de Barcelona, Carrer de Casanova 143, 08036, Barcelona, Spain.
- Institut d'Investigacions Biomèdiques August Pi i Sunyer (IDIBAPS), Barcelona, Spain.
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Telyani AE, Farmanesh P, Zargar P. The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation-Engagement of Students: A Psychological Analysis of Education Sector. Front Psychol 2021; 12:765180. [PMID: 34712191 PMCID: PMC8545994 DOI: 10.3389/fpsyg.2021.765180] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Accepted: 09/06/2021] [Indexed: 12/12/2022] Open
Abstract
Upon the spread of the global pandemic of COVID-19, education was transformed online in an abrupt manner. Amid this change, the education sector did not have room for proper decision-making and understanding of psychological effects. This theoretical analysis aims to contribute to the proposed Frontiers Research Topic, through (a) in-depth analysis of the pandemic status and behavioral psychology and (b) examining educational psychology from the perspective of teachers regarding sudden changes. As a result, implications are suggested based on interviews, linking to extant literature. The current research recognizes the difference between online learning and emergency remote education. While the former comprises prepared means of teaching and assessment, the latter is unaccompanied by such preparedness. Thus, there are variations in the outcomes of learning, motivation, and engagement. Scholars, teachers, deans, and educational managers can benefit from current results.
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Affiliation(s)
- Abir El Telyani
- Faculty of Business and Economics, Department of Business management, Girne American University, Karmi, Cyprus
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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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9
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Obrero-Gaitán E, Nieto-Escamez FA, Zagalaz-Anula N, Cortés-Pérez I. An Innovative Approach for Online Neuroanatomy and Neurorrehabilitation Teaching Based on 3D Virtual Anatomical Models Using Leap Motion Controller During COVID-19 Pandemic. Front Psychol 2021; 12:590196. [PMID: 34262499 PMCID: PMC8273340 DOI: 10.3389/fpsyg.2021.590196] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Accepted: 04/27/2021] [Indexed: 12/23/2022] Open
Abstract
After the World Health Organization had declared a pandemic of coronavirus disease (COVID-19) on March 11, 2020 many governments, including the Government of Spain, declared the state of alarm enforcing a quarantine that have left millions of students confined to their homes. This home confinement has affected students of all levels, including university students, and has forced faculties to adapt online teaching strategies. Thus, traditional classroom face-to-face teaching has suddenly been replaced by online classes. This has revealed particularly challenging for medical courses. For such purpose we have designed an online teaching proposal addressed to the Degree in Physiotherapy and the Double Degree in Nursing and Physiotherapy of the University of Jaén (Spain). The objective is to implement an online virtual teaching protocol through the use of Virtual Reality. For such a goal, the Leap Motion Controller (LMC) will be used to teach the neuroanatomy of the brain and spinal cord and to teach and practice neurorehabilitation exercises. Along with devices like the LMC students will be asked to use Health Sciences databases in order to achieve a significative learning of the course topics. The project is structured in two phases. First, students will learn neuroanatomy and neurophysiology of the most relevant neurological conditions using LMC-based models. Then, they will learn to combine LMC games and conventional physiotherapy for neurorehabilitation purposes. The work of students will include the recording of videoreports demonstrating the acquisition of neuroanatomy concepts and simulating a clinical case. With this project we will assess the usability of LMC as an educative tool, the perception, satisfaction and self-regulated learning of physiotherapy students.
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Affiliation(s)
| | - Francisco A. Nieto-Escamez
- Center for Neuropsychological Assessment and Neurorehabilitation (CERNEP), University of Almería, Almeria, Spain
- Department of Psychology, University of Almería, Almería, Spain
| | | | - Irene Cortés-Pérez
- Faculty of Health Sciences, University of Jaén, Jaén, Spain
- Centro Médico “Avenida II”, Linares, Jaén, Spain
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de la Fuente J, Pachón-Basallo M, Santos FH, Peralta-Sánchez FJ, González-Torres MC, Artuch-Garde R, Paoloni PV, Gaetha ML. How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students. Front Psychol 2021; 12:626340. [PMID: 34140911 PMCID: PMC8204055 DOI: 10.3389/fpsyg.2021.626340] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 04/09/2021] [Indexed: 12/14/2022] Open
Abstract
The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching-learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18-25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.
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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
- School of Psychology, University College Dublin, Dublin, Ireland
| | | | | | | | - Paola V. Paoloni
- School of Education, Universidad de Río Cuarto, Córdoba, Argentina
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Morales-Rodríguez FM, Martínez-Ramón JP, Méndez I, Ruiz-Esteban C. Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment. Front Psychol 2021; 12:647964. [PMID: 34017287 PMCID: PMC8129547 DOI: 10.3389/fpsyg.2021.647964] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Accepted: 04/12/2021] [Indexed: 01/03/2023] Open
Abstract
The COVID-19 global health emergency has greatly impacted the educational field. Faced with unprecedented stress situations, professors, students, and families have employed various coping and resilience strategies throughout the confinement period. High and persistent stress levels are associated with other pathologies; hence, their detection and prevention are needed. Consequently, this study aimed to design a predictive model of stress in the educational field based on artificial intelligence that included certain sociodemographic variables, coping strategies, and resilience capacity, and to study the relationship between them. The non-probabilistic snowball sampling method was used, involving 337 people (73% women) from the university education community in south-eastern Spain. The Perceived Stress Scale, Stress Management Questionnaire, and Brief Resilience Scale were administered. The Statistical Package for the Social Sciences (version 24) was used to design the architecture of artificial neural networks. The results found that stress levels could be predicted by the synaptic weights of coping strategies and timing of the epidemic (before and after the implementation of isolation measures), with a predictive capacity of over 80% found in the neural network model. Additionally, direct and significant associations were identified between the use of certain coping strategies, stress levels, and resilience. The conclusions of this research are essential for effective stress detection, and therefore, early intervention in the field of educational psychology, by discussing the influence of resilience or lack thereof on the prediction of stress levels. Identifying the variables that maintain a greater predictive power in stress levels is an effective strategy to design more adjusted prevention programs and to anticipate the needs of the community.
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Affiliation(s)
| | - Juan Pedro Martínez-Ramón
- Department of Evolutionary Psychology and Education, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - Inmaculada Méndez
- Department of Evolutionary Psychology and Education, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - Cecilia Ruiz-Esteban
- Department of Evolutionary Psychology and Education, Faculty of Psychology, University of Murcia, Murcia, Spain
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