Show simple item record

dc.contributor.authorFuente Arias, Jesús de la
dc.contributor.authorPeralta Sánchez, Francisco Javier
dc.contributor.authorMartínez Vicente, José Manuel
dc.contributor.authorH. Santos, Flavia
dc.contributor.authorFadda, Salvatore
dc.contributor.authorGaeta González, Martha Leticia
dc.date.accessioned2020-09-02T11:35:53Z
dc.date.available2020-09-02T11:35:53Z
dc.date.issued2020-08-27
dc.identifier.issn2071-1050
dc.identifier.urihttp://hdl.handle.net/10835/8432
dc.description.abstractThe research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.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.subjectBig Five modeles_ES
dc.subjectachievement emotionses_ES
dc.subjectlearning approacheses_ES
dc.subjectemotional well-beinges_ES
dc.subjectuniversity undergraduateses_ES
dc.titleDo Learning Approaches Set the Stage for Emotional Well-Being in College Students?es_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://www.mdpi.com/2071-1050/12/17/6984es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


Files in this item

This item appears in the following Collection(s)

Show simple item record

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