Resumen en: Evidence suggests that school-age Latino immigrants from low socioeconomic backgrounds are at risk of multiple victimization with serious implications fo...
有证据表明，来自低社会经济背景的学龄拉丁裔移民有多重受害的风险，这对……
{"title":"Latino Immigrant Students in Spain: Potential Poly-Victims and School Underachievers","authors":"Luis F. Cedeño, R. Martínez-Arias, J. A. Bueno","doi":"10.25115/EJREP.34.14029","DOIUrl":"https://doi.org/10.25115/EJREP.34.14029","url":null,"abstract":"Resumen en: Evidence suggests that school-age Latino immigrants from low socioeconomic backgrounds are at risk of multiple victimization with serious implications fo...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"518 1","pages":"803-834"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77154481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Sáiz-Manzanares, Alfredo Bol-Arreba, René Jesús Payo-Hernanz
Abstract Introduction. Recent investigations have emphasized the need for university teachers to de-velop tutorial programs for students at university. Many universities are committed to broad-ening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the teaching-learning process and reduce student drop-out rates. However, it is necessary to step up teacher training in the evaluation of prior knowledge, in procedures for continuous assessment and in teach-ing-learning methodologies for project-based learning. Likewise, instruments with high levels of reliability and validity are needed, to measure the effectiveness of these tutorial-programme-based techniques. The objectives of our study are twofold: to validate a scale for measuring the development of the Tutorial Program and to test whether the department to which the teacher-tutor belongs influences the evaluation of the Tutorial Program.
{"title":"Validation of an Evaluation Tutoring Task Scale at the University.","authors":"M. Sáiz-Manzanares, Alfredo Bol-Arreba, René Jesús Payo-Hernanz","doi":"10.25115/EJREP.34.14027","DOIUrl":"https://doi.org/10.25115/EJREP.34.14027","url":null,"abstract":"Abstract Introduction. Recent investigations have emphasized the need for university teachers to de-velop tutorial programs for students at university. Many universities are committed to broad-ening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the teaching-learning process and reduce student drop-out rates. However, it is necessary to step up teacher training in the evaluation of prior knowledge, in procedures for continuous assessment and in teach-ing-learning methodologies for project-based learning. Likewise, instruments with high levels of reliability and validity are needed, to measure the effectiveness of these tutorial-programme-based techniques. The objectives of our study are twofold: to validate a scale for measuring the development of the Tutorial Program and to test whether the department to which the teacher-tutor belongs influences the evaluation of the Tutorial Program.","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"43 1","pages":"835-852"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85145017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction. We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is common...
介绍。我们都相信自己的能力或智力。我们普遍认为能力是可塑的(增长的)或稳定的(固定的)。
{"title":"Pre-Service Teachers' Mindset Beliefs about Student Ability.","authors":"C. A. Gutshall","doi":"10.25115/EJREP.34.14030","DOIUrl":"https://doi.org/10.25115/EJREP.34.14030","url":null,"abstract":"Introduction. We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is common...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"183 1","pages":"785-802"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75770316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduccion. El objetivo de la presente investigacion es evaluar experimentalmente los efectos de un programa de videojuego (Spock) para mejorar la inteligencia emocional (IE) como capacidad en una muestra de adolescentes. Metodo. La muestra ha estado compuesta de 92 adolescentes, de 17 a 19 anos, que cursan 2o curso de Bachillerato. El instrumento utilizado ha sido: Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). El estudio utilizo un diseno cuasi-experimental, un diseno de medidas repetidas pretest-postest con grupo de control. Para evaluar el efecto del programa se realizaron analisis descriptivos (medias y desviaciones tipicas) y de varianza (ANOVAs) por los adolescentes asignados a la condicion experimental y control en la fase pretest. En segundo lugar, se llevaron a cabo analisis descriptivos y de covarianza de las puntuaciones postest (ANCOVAs postest covariando el pretest), lo que permite evidenciar el impacto del programa. Ademas, se calculo el tamano del efecto (d de Cohen). Resultados. Los resultados de los ANCOVAs postest (covariando las diferencias pretest) en las variables de inteligencia emocional capacidad objeto de estudio en la condicion experimental y control confirman diferencias estadisticamente significativas en la puntuacion global de inteligencia emocional como capacidad, en la variable percepcion emocional, en la variable facilitacion emocional y en la variable regulacion emocional. Por otro lado, los resultados del ANCOVA postest muestran que el cambio estimulado por el programa en ambos sexos fue similar. Sin embargo, los resultados de los ANCOVAs postest confirman diferencias estadisticamente significativas a favor de los varones en la puntuacion global de inteligencia emocional como capacidad. Discusion y conclusion. El trabajo aporta una herramienta de intervencion eficaz que ha sido validada experimentalmente. Los resultados en su conjunto permiten enfatizar la importancia de implementar, durante la adolescencia, programas para fomentar la IE como capacidad
{"title":"Efectos del videojuego Spock sobre la mejora de la inteligencia emocional en adolescentes","authors":"J. Cejudo, S. Latorre","doi":"10.14204/EJREP.36.15060","DOIUrl":"https://doi.org/10.14204/EJREP.36.15060","url":null,"abstract":"Introduccion. \u0000El objetivo de la presente investigacion es evaluar experimentalmente los efectos de un programa de videojuego (Spock) para mejorar la inteligencia emocional (IE) como \u0000capacidad en una muestra de adolescentes. \u0000Metodo. \u0000La muestra ha estado compuesta de 92 adolescentes, de 17 a 19 anos, que cursan 2o \u0000curso de Bachillerato. El instrumento utilizado ha sido: Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). El estudio utilizo un diseno cuasi-experimental, un diseno de medidas repetidas pretest-postest con grupo de control. Para evaluar el efecto del programa se realizaron analisis descriptivos (medias y desviaciones tipicas) y de varianza (ANOVAs) por los adolescentes asignados a la condicion experimental y control en la fase pretest. En segundo lugar, se llevaron a cabo analisis descriptivos y de covarianza de las puntuaciones postest (ANCOVAs postest covariando el pretest), lo que permite evidenciar el impacto del programa. Ademas, se calculo el tamano del efecto (d de Cohen). \u0000Resultados. \u0000Los resultados de los ANCOVAs postest (covariando las diferencias pretest) en las \u0000variables de inteligencia emocional capacidad objeto de estudio en la condicion experimental y control confirman diferencias estadisticamente significativas en la puntuacion global de inteligencia emocional como capacidad, en la variable percepcion emocional, en la variable facilitacion emocional y en la variable regulacion emocional. \u0000Por otro lado, los resultados del ANCOVA postest muestran que el cambio estimulado \u0000por el programa en ambos sexos fue similar. Sin embargo, los resultados de los ANCOVAs postest confirman diferencias estadisticamente significativas a favor de los varones en la puntuacion global de inteligencia emocional como capacidad. \u0000Discusion y conclusion. \u0000El trabajo aporta una herramienta de intervencion eficaz que ha sido validada experimentalmente. \u0000Los resultados en su conjunto permiten enfatizar la importancia de implementar, durante la adolescencia, programas para fomentar la IE como capacidad","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"21 1","pages":"319-342"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81610395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Ison, C. Greco, Celina Korzeniowski, Gabriela Susana Morelato
Fil: Ison, Mirta Susana. Universidad del Aconcagua. Facultad de Psicologia; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
{"title":"Selective Attention: A Comparative Study on Argentine Students from Different Socioeconomic Contexts.","authors":"M. Ison, C. Greco, Celina Korzeniowski, Gabriela Susana Morelato","doi":"10.14204/EJREP.36.14092","DOIUrl":"https://doi.org/10.14204/EJREP.36.14092","url":null,"abstract":"Fil: Ison, Mirta Susana. Universidad del Aconcagua. Facultad de Psicologia; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"100 1","pages":"343-368"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75655649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduccion. El desarrollo del conocimiento linguistico del alumnado inmigrante es uno de los principales retos a los que se enfrentan actualmente los profesionales de la educacion. Nuestro trabajo analizo longitudinalmente la evolucion del conocimiento linguistico en lengua catalana y castellana. Metodo. Un total de 72 alumnos inmigrantes (27 hispanohablantes y 45 no hispanohablantes) escolarizados en Educacion Secundaria Obligatoria de Cataluna (Espana). Para ello se aplicaron dos instrumentos diferentes: un cuestionario sociolinguistico y una prueba psicolinguistica paralela en lengua catalana y castellana. Resultados. Los resultados indican que el contexto socio-educativo favorece la evolucion de ambas lenguas y, ademas, tiende a homogeneizar dicho conocimiento. Asimismo, la variable lengua familiar pierde cierta relevancia al descartarse diferencias significativas entre hispanohablantes y no hispanohablantes. Conclusiones. Mas alla de las connotaciones de la evolucion del conocimiento linguistico en el contexto escolar, los resultados nos pueden estar indicando la adaptacion progresiva de este colectivo a la sociedad de acogida. Es mas, los resultados entre hispanohablantes y no hispanohablantes nos permiten hipotetizar que el contexto catalan podria estar disminuyendo el peso que en un principio pudiera tener la lengua familiar de los estudiantes inmigrantes
{"title":"La evolución del conocimiento lingüístico del alumnado inmigrante en Cataluña. El papel de la lengua familiar","authors":"Clara Sansó, J. Navarro, Á. Huguet","doi":"10.14204/EJREP.36.14081","DOIUrl":"https://doi.org/10.14204/EJREP.36.14081","url":null,"abstract":"Introduccion. \u0000El desarrollo del conocimiento linguistico del alumnado inmigrante es uno de los principales retos a los que se enfrentan actualmente los profesionales de la educacion. Nuestro trabajo analizo longitudinalmente la evolucion del conocimiento \u0000linguistico en lengua catalana y castellana. \u0000Metodo. \u0000Un total de 72 alumnos inmigrantes (27 hispanohablantes y 45 no hispanohablantes) \u0000escolarizados en Educacion Secundaria Obligatoria de Cataluna (Espana). Para ello se aplicaron dos instrumentos diferentes: un cuestionario sociolinguistico y una prueba psicolinguistica paralela en lengua catalana y castellana. \u0000Resultados. \u0000Los resultados indican que el contexto socio-educativo favorece la evolucion de ambas lenguas y, ademas, tiende a homogeneizar dicho conocimiento. Asimismo, la variable \u0000lengua familiar pierde cierta relevancia al descartarse diferencias significativas entre hispanohablantes y no hispanohablantes. \u0000Conclusiones. \u0000Mas alla de las connotaciones de la evolucion del conocimiento linguistico en el contexto escolar, los resultados nos pueden estar indicando la adaptacion progresiva de este colectivo a la sociedad de acogida. Es mas, los resultados entre hispanohablantes y \u0000no hispanohablantes nos permiten hipotetizar que el contexto catalan podria estar \u0000disminuyendo el peso que en un principio pudiera tener la lengua familiar de los estudiantes inmigrantes","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"1 1","pages":"409-430"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72540077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction . The purpose of this paper is to provide a framework of analysis to interpret, from the perspective of the participants, th...
介绍。本文的目的是提供一个分析框架，从参与者的角度来解释…
{"title":"Los videojuegos, herramientas para el cambio. Un estudio desde la teoría de la actividad.","authors":"Laura Méndez, Pilar Lacasa","doi":"10.14204/EJREP.36.14099","DOIUrl":"https://doi.org/10.14204/EJREP.36.14099","url":null,"abstract":"Introduction . The purpose of this paper is to provide a framework of analysis to interpret, from the perspective of the participants, th...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"106 1","pages":"271-300"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88081223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction. Affective strategies for coping with affective states linked to the learning process may be oriented toward controlling emotions or toward cont...
介绍。应对与学习过程相关的情感状态的情感策略可能倾向于控制情绪或控制情绪。
{"title":"Psychometric Characteristics of the EEAA (Scale of Affective Strategies in the Learning Process)","authors":"L. Villardón-Gallego, Concepción Yániz","doi":"10.25115/EJREP.34.14095","DOIUrl":"https://doi.org/10.25115/EJREP.34.14095","url":null,"abstract":"Introduction. Affective strategies for coping with affective states linked to the learning process may be oriented toward controlling emotions or toward cont...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"69 1","pages":"693-716"},"PeriodicalIF":0.7,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80943385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paola-Verónica Paoloni, Arabela Beatriz Vaja, V. Muñoz
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Rio Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educacion; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina
{"title":"Confiabilidad y validez del Achievement Emotions Questionnaire un estudio con universitarios argentinos","authors":"Paola-Verónica Paoloni, Arabela Beatriz Vaja, V. Muñoz","doi":"10.25115/EJREP.34.14088","DOIUrl":"https://doi.org/10.25115/EJREP.34.14088","url":null,"abstract":"Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Rio Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educacion; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"13 1","pages":"671-692"},"PeriodicalIF":0.7,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72533104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction Research on achievement emotions has become a highly current topic in recent years (Davis & Levine, 2013; Romero et al., 2014), encouraged by the evolution from information processing paradigms – focused almost exclusively on cognitive and metacognitive variables – toward newer paradigms that take into account the importance of emotional and meta-emotional variables. Thus, several emotional variables (personal self-regulation, academic behavioral confidence, coping strategies, resilience and engagement) are being incorporated into classical cognitive and metacognitive models. The importance of emotional variables is being evaluated, as well as their interaction with cognitive variables and academic performance (de la Fuente et al. university setting, research and knowledge about the role of these emotional variables in cognitive and metacognitive processes proves to be increasingly valuable (Artino et al. The present monograph, titled Achievement Emotions at University, while not pretending to be exhaustive, makes its contribution by reviewing the present state of our knowledge, as well as disseminating new research evidence, and the development of recent innovation in this area. Different aspects are addressed. The first section is a review of the topic, a single article that analyzes the importance and evolution of this research topic. The second section presents new empirical studies, beginning with an article that shows the interactive effect of personal self-regulation, as a student variable, and regulatory teaching, a contextual variable, on students' academic behavioral confidence, as they complete a given teaching/learning process at university. The third article offers evidence of the relations between resilience and coping strategies in university students, showing different profiles according to their educational context (secular or religious), when coping with academic stress. A fourth article presents evidence of the relationship between burnout and competency acquisition at university. The third section, with its three articles, presents validation studies of two instruments for assessing achievement emotions at university. Finally, the last section is dedicated to presenting a new online self-help tool for assessing and improving behaviors for coping with academic stress in higher education, whether as a student or a graduate preparing for a professional exam.
近年来，对成就情绪的研究已成为一个热门话题(Davis & Levine, 2013;Romero et al.， 2014)，受到信息处理范式(几乎完全专注于认知和元认知变量)向考虑情感和元情感变量重要性的新范式的演变的鼓舞。因此，一些情绪变量(个人自我调节、学术行为自信、应对策略、恢复力和参与)正被纳入经典认知和元认知模型。人们正在评估情绪变量的重要性，以及它们与认知变量和学习成绩的相互作用(de la Fuente等)。大学环境、关于这些情绪变量在认知和元认知过程中的作用的研究和知识被证明越来越有价值(Artino等)。本专著题为《大学的成就情绪》，虽然不是假装详尽无遗，但它通过回顾我们的知识现状，传播新的研究证据，以及该领域最近创新的发展，做出了贡献。讨论了不同的方面。第一部分是对本课题的回顾，单篇文章分析了本研究课题的重要性和沿革。第二部分介绍了新的实证研究，首先是一篇文章，该文章展示了个人自我调节(作为学生变量)和调节性教学(作为背景变量)在学生完成大学给定的教学/学习过程时对学生学术行为信心的互动影响。第三篇文章提供了韧性与大学生应对策略之间关系的证据，在应对学业压力时，根据他们的教育背景(世俗或宗教)显示出不同的特征。第四篇文章提出了大学倦怠与能力获得之间关系的证据。第三部分，包括三篇文章，介绍了两种评估大学成就情绪的工具的验证研究。最后，最后一部分将介绍一种新的在线自助工具，用于评估和改进高等教育中应对学业压力的行为，无论是学生还是准备专业考试的研究生。
{"title":"Introduction to Monograph: Achievement Emotions at University","authors":"Jesús de la Fuente Arias","doi":"10.25115/EJREP.34.14033","DOIUrl":"https://doi.org/10.25115/EJREP.34.14033","url":null,"abstract":"Introduction Research on achievement emotions has become a highly current topic in recent years (Davis & Levine, 2013; Romero et al., 2014), encouraged by the evolution from information processing paradigms – focused almost exclusively on cognitive and metacognitive variables – toward newer paradigms that take into account the importance of emotional and meta-emotional variables. Thus, several emotional variables (personal self-regulation, academic behavioral confidence, coping strategies, resilience and engagement) are being incorporated into classical cognitive and metacognitive models. The importance of emotional variables is being evaluated, as well as their interaction with cognitive variables and academic performance (de la Fuente et al. university setting, research and knowledge about the role of these emotional variables in cognitive and metacognitive processes proves to be increasingly valuable (Artino et al. The present monograph, titled Achievement Emotions at University, while not pretending to be exhaustive, makes its contribution by reviewing the present state of our knowledge, as well as disseminating new research evidence, and the development of recent innovation in this area. Different aspects are addressed. The first section is a review of the topic, a single article that analyzes the importance and evolution of this research topic. The second section presents new empirical studies, beginning with an article that shows the interactive effect of personal self-regulation, as a student variable, and regulatory teaching, a contextual variable, on students' academic behavioral confidence, as they complete a given teaching/learning process at university. The third article offers evidence of the relations between resilience and coping strategies in university students, showing different profiles according to their educational context (secular or religious), when coping with academic stress. A fourth article presents evidence of the relationship between burnout and competency acquisition at university. The third section, with its three articles, presents validation studies of two instruments for assessing achievement emotions at university. Finally, the last section is dedicated to presenting a new online self-help tool for assessing and improving behaviors for coping with academic stress in higher education, whether as a student or a graduate preparing for a professional exam.","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"22 1","pages":"563-566"},"PeriodicalIF":0.7,"publicationDate":"2017-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74119420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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