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dc.contributor.authorTrigueros Ramos, Rubén
dc.contributor.authorPadilla Sáez, Ana Isabel
dc.contributor.authorAguilar Parra, José Manuel
dc.contributor.authorLirola Manzano, María Jesús
dc.contributor.authorGarcía Luengo, Amelia Victoria
dc.contributor.authorRocamora Pérez, Patricia
dc.contributor.authorLópez Liria, Remedios
dc.date.accessioned2020-12-09T09:56:18Z
dc.date.available2020-12-09T09:56:18Z
dc.date.issued2020-12-05
dc.identifier.issn1660-4601
dc.identifier.urihttp://hdl.handle.net/10835/9026
dc.description.abstractStudents often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivation, critical thinking, metacognitive strategies and academic performance in university students. The study involved 2456 university students with an average age of 22.51 years. A structural equation model was created to analyse the causal relationships between the variables. The results showed that the psychological controlling of the teacher positively predicted academic stress while autonomy support negatively predicted academic stress. Academic stress negatively predicted motivation, metacognitive strategies, critical thinking and academic performance. Academic motivation positively predicted metacognitive strategies and critical thinking. Finally, metacognitive strategies and critical thinking positively predicted academic performance. These results highlight the importance of the role that the teacher adopts during classes and the protective factor of academic motivation in the presence of stress.es_ES
dc.language.isoenes_ES
dc.publisherMDPIes_ES
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectacademic motivationes_ES
dc.subjectstress; teacheres_ES
dc.subjectmetacognitive strategieses_ES
dc.subjectcritical thinkinges_ES
dc.titleThe Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Studentses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://www.mdpi.com/1660-4601/17/23/9089es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional