The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain. Path analysis results indicated that the proposed model showed satisfactory fit, with the three dimensions of self-regulated learning significantly predicting the educational outcomes considered, and that procrastination mediated these relationships. Overall, the model is able to predict 9.8% of the variance of academic stress, 23.1% of students wellbeing, and 14% of academic achievement. Moreover, the multi-group routine revealed no moderation effects due to gender, but educational level moderated two relationships, between self-efficacy and academic achievement and between metacognitive strategies and procrastination. Additionally, supplementary models were tested for three specific subjects (Spanish Language, Foreign Language and Mathematics), which showed an improvement in explained variance, being respectively: 29%, 28% and 27%. Results are discussed in light of previous research and in terms of their impact on educational practice.

Research has repeatedly highlighted the important influence of parental socialization styles on children’s psychosocial adjustment. However, previous studies about their effects on school adjustment have traditionally addressed a limited set of indicators, such as academic achievement or self-concept, which should be broadened in order to increase our level of knowledge about this topic. Thus, the aim of the present study was to analyze the relationships between parenting styles and other relevant school adjustment criteria (self-regulated learning and academic stress) in adolescence. The study participants were 437 Spanish adolescents (44.7% men) from 12 to 18 years old (M = 14.55, SD = 1.80) who were enrolled in high school. A multivariate factorial design (parenting × sex × educational level) was used for each set of criteria. The results are consistent with previous research, showing that the indulgent style was related to better school adjustment during adolescence, evaluated through self-regulated learning and academic stress, thus increasing the available evidence about the influence of parenting styles in this setting. Additionally, this relationship remains invariant with regard to sex and the educational level of the participants in the study. Therefore, this study highlights the importance of parenting practices related to high acceptance/involvement for the adequate school adjustment of Spanish adolescents.

This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education (QASSE) designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students’ physical and psychological well-being. The participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation process, results supported the QASSE multifactorial structure with four first-order factors—academic overload, interaction with classmates, family pressure, and future-oriented perspective—and a second-order factor of academic stress, showing a significant and intense relationship with adolescents’ psychological and physical well-being. Results also highlight the effects of the gender and educational level interaction on the students’ stress, with girls showing higher levels of stress in the transition courses between educational phases (sophomore and junior years). The QASSE demonstrates good validity and reliability, showing potential for both research and educational application. The results show the high impact of the QASSE dimensions on psychological and physical well-being in adolescence, highlighting its special usefulness for designing and adjusting educational prevention and intervention actions in this area to the students’ specific characteristics and needs.

This paper analyzes the factorial and predictive validity of a Spanish adaptation of the College Persistence Questionnaire (SCPQ) on the retention of first year students (FYS) at university. The participants were 490 FYS from two public universities in Southern Europe (Spain). Factorial analysis of the SCPQ (χ²/gl = 1.66, CFI = 0.92, NNFI = 0.91, RMSEA = 0.04) showed six reliable dimensions, similar to those found in the original study: Academic Integration, Social Integration, Supportive Services Satisfaction, Academic Conscientiousness, Degree Commitment and Institutional Commitment. Logistic regression showed that institutional commitment significantly predicted FYS’ permanence. The results support SCPQ’s validity as an adequate and useful tool for assessing FYS’ academic experiences involved in student retention.

This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education –QASSE-, designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students’ physical and psychological well-being. Participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation process, EFA and CFA supported QASSE multifactorial structure with four first-order factors -academic overload, interaction with classmates, family pressure, and future-oriented perspective- and a second-order factor of academic stress, showing a significant and intense relationship with adolescents’ psychological and physical well-being. Results also highlight the effects of the gender*educational level interaction on the students’ stress, with girls showing higher levels of stress in the transition courses between educational phases (sophomore and junior years). The QASSE demonstrates good validity and reliability, showing potential for both research and educational application. The results show the high impact of the QASSE dimensions on psychological and physical well-being in adolescence, highlighting its special usefulness for designing and adjusting educational prevention and intervention actions in this area to the students’ specific characteristics and needs

Information about the paper titled "MITIGATING THE EFFECT OF EDUCATIONAL SHORTCOMINGS IN THE FIELD OF GRAPHICAL EXPRESSION BY A SELF-GUIDED COURSE: A PILOT EXPERIENCE IN HIGHER ENGINEERING STUDIES" at IATED Digital Library