Influence of self-regulated learning difficulties on the academic stress of university students

Abstract

Educational systems have been focused on the analysis of the processes involved in the quality of study activity and the consequences of deficiencies in the practices implemented by students. Self-regulated   learning   as   a   motivational   cognitive   system   of   learning   involves   the development of cognitive competencies and motivational affective skills, which contribute to students developing coping strategies in the face of the ineffectiveness of study activity as a generator of academic stress. The aimof the study was to determine the influence of difficulties in self-regulation of learning on the manifestations of academic stress of university students. A mixed  research  approach  was  used,  with  a  sequential  exploratory  design.  Participated  in  the research  27  students  of  the  career  of  Industrial  Engineering,  the  faculty  of  Mechanical  and Industrial engineering of the Universidad Central "Marta Abreu" de Las Villas. The qualitative variant was conducted through a group session, on the results obtained thescale was applied to measure the phases of self-regulation of learning and the SISCO inventory of academic stress responding to the quantitative variant. As a result,it is evident that the difficulties associated with self-regulated learning can be generators of academic stress as shown in group three of the first year of the career Industrial Engineering at the faculty of Mechanical and Industrial engineering of the Universidad Centra "Marta Abreu" de Las Villas. Promoting self-regulated learning  in  university  students  can  be  a  determining  element  in  reducing  manifestations  of academic stress.