The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personality factors, self-regulation and coping strategies was found. The neuroticism factor had a significant negative associative relationship with Self-Regulation both globally and in its factors; especially important was its negative relation to decision making, and coping strategies focused in emotion. The results of Structural Equation Model showed an acceptable model of relationships, in each emotional context. Results and practical implications are discussed.

Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

This study is aimed at describing and analyzing the role that emotions play on socioeconomic skills within an educational community as executed San Jose Primary School Teachers College in Cordoba, Argentina (Profesorados de Educación Inicial y de Educación Primaria del Instituto Superior de Formación Docente San José). This institute possesses a favorable learning environment that surpasses traditional prescriptive curriculums which include the development of socioemotional skills, a topic that has a positive impact on the composition of an educational community. We may ask ourselves, How are teachers preparing for the future in considering such teaching and learning perspectives within their scope of work? How will they broadly exceed the cognitive skills and place socioemotional skills as an important priority of their skillset? This study prompts us to reflect on the complexity of learning and aims to contribute to broadening the teaching horizons of teachers. Within this framework, the socioemotional skills of teachers in training was surveyed through a questionnaire. The results are considered promising in order to open spaces for reflection on the role that this type of skills should play in the new didactic agenda. Thus, the obtained findings challenge us to revise the curricular designs that guide teacher training to identify contributions capable of impacting their socio-emotional skills and promote the development of educational communities. The results are considered to be promising since they open spaces for reflection on the role that these types of skills could play in the new didactic agenda. Thus, the obtained findings challenge us to revise curricular designs that guide teacher training to identify contributions that will foster the development of their socio-emotional skills and promote the evolution of educational communities. Este trabajo se orienta a describir y analizar el rol de las emociones y de las habilidades socioemocionales en el proceso de conformación de una comunidad educativa. La propuesta se implementó en los Profesorados de Educación Inicial y de Educación Primaria del Instituto Superior de Formación Docente San José (Córdoba, Argentina). La escuela constituye un ámbito favorable para el desarrollo de aprendizajes que exceden los contenidos curricularmente prescriptos. Entre estos contenidos, se destaca el desarrollo de habilidades socioemocionales, un tópico que impacta favorablemente en la conformación de una comunidad educativa. Nace la pregunta, entonces, cómo se prepara el futuro profesorado para considerar en sus prácticas estas perspectivas amplias del enseñar y del aprender, que superen ampliamente las habilidades cognitivas y coloquen entre otras prioridades las habilidades socioemocionales, importantes para su quehacer profesional. El trabajo que se presenta, pretende promover una reflexión sobre la complejidad de los procesos de aprendizaje y brindar aportes capaces de ampliar la perspectiva en la formación docente. En este marco, se indagaron las habilidades socioemocionales de estudiantes de profesorado a partir de la implementación de un cuestionario de autoinforme. Los resultados se estiman promisorios para abrir espacios de reflexión acerca del papel que debería desempeñar este tipo de habilidades en la nueva agenda didáctica. Así, los hallazgos obtenidos desafían a revisar los diseños curriculares que orientan la formación del cuerpo docente para identificar contribuciones capaces de impactar en el desarrollo de sus habilidades socioemocionales y propiciar la conformación de comunidades educativas.

El estudio describe las estrategias de aprendizaje que utilizaron ingresantes en carreras de ingeniería de la Universidad Nacional de Río Cuarto durante la primera etapa de estudios universitarios y analiza sus relaciones con las trayectorias educativas de logro y de bajo rendimiento. Participaron 86 estudiantes de la cohorte 2018, con trayectorias de rendimiento alto (53%) y bajo (47%). Para la recolección de los datos se administró el Cuestionario sobre trayectorias en el primer año universitario que incluye, entre sus secciones, una que evalúa estrategias de aprendizaje. Los resultados de los análisis tanto cuantitativos como cualitativos muestran relaciones positivas entre el uso de estrategias cognitivas complejas, estrategias metacognitivas y de manejo de recursos, por un lado, y el buen desempeño académico por otro. Asimismo, más del 50% del estudiantado reconoció haber efectuado cambios en sus hábitos de estudio desde el ingreso a la universidad, fundamentalmente en el tiempo dedicado. Para estudiantes de rendimiento alto, el tiempo aparece vinculado a su gestión ─ es decir, a la planificación, a la organización y a la búsqueda de estrategias efectivas para cumplir con las metas de aprendizaje (55%)─ . Por su parte, los cambios que reconoce el estudiantado de rendimiento bajo están más bien vinculados con el incremento de las horas de dedicación (82%), lo que no siempre garantiza el alcance de buenos resultados, al menos si no se reflexiona acerca de las estrategias de estudio que permitan un abordaje más profundo de los materiales de estudio.

This article presents the results of three flipped classroom experiences carried out with university students, with the aim of promoting students' commitment to learning and, at the same time, knowing their assessments of the proposal. The study, conducted in 2017, involved 124 subjects enrolled in various professorships at the Universidad Nacional de Río Cuarto. Each experience was developed using Facebook as a virtual platform. For data collection, a questionnaire of open and closed questions was used, administered at the end of each experience. Among the results, the participation dynamics, interest and autonomy were highlighted as indicators of the commitment perceived by the students towards the new teaching-learning modality. Likewise, the students remarked that the proposal was interesting, suggesting more inverted classes and extrapolating them to other subjects.

Previous research has shown that perceived control, task value, behavioral engagement and disaffection are personal determinants of academic performance. However, little research has simultaneously examined these constructs in secondary education. The present study analyzed the structural relationships between these variables and the role of engagement and disaffection as mediators of control and value on performance. Participants were 446 students (51.3% girls) ranging in age from 12 to 16 years attending six Spanish compulsory secondary schools (from 7th to 10th grades). The variables were assessed over a nine-month period. Structural equation models results confirmed the hypotheses: control and value significantly predicted engagement, disaffection, and performance; engagement and disaffection predicted performance and partially mediated the effects from control and value on performance. Implications for psycho-educational theory and practice are discussed.