Personal self-regulation, learning approaches, resilience and test anxiety in psychology students

Abstract

Personal self-regulation has been conceptualized as meta-hability, a meta-motivational and meta-affective variable. The objective of this investigation was to establish association and interdependence relationships with other important motivational- affective variables. There were 121 participants in the study, all of them students from the second and fourth year of the Psychology degree program at the University of Almería (Spain). Pearson bivariate correlational analyses, ANOVAs and MANOVAs were carried out. Self-regulation was shown to have a significant relationship with each type of learning approach, positive with tenacity and with resilient control, and a negative relationship with worry. Personal self-regulation is shown to have value as a presage psychological construct within the study of motivational-affective variables in Education.