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Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students

Published on Jun 30, 2017in Frontiers in Psychology
· DOI :10.3389/FPSYG.2017.01039
Jesús de la Fuente10
Estimated H-index: 10
(UAL: University of Almería),
María Fernández-Cabezas4
Estimated H-index: 4
(UGR: University of Granada)
+ 3 AuthorsRaquel Artuch-Garde3
Estimated H-index: 3
Sources
Abstract
The 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.
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References53
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