The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students
Students often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivatio...
| Main Authors: | , , , , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/9026 |
| _version_ | 1789406438520520704 |
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| author | Trigueros Ramos, Rubén Padilla Sáez, Ana Isabel Aguilar Parra, José Manuel Lirola Manzano, María Jesús García Luengo, Amelia Victoria Rocamora Pérez, Patricia López Liria, Remedios |
| author_facet | Trigueros Ramos, Rubén Padilla Sáez, Ana Isabel Aguilar Parra, José Manuel Lirola Manzano, María Jesús García Luengo, Amelia Victoria Rocamora Pérez, Patricia López Liria, Remedios |
| author_sort | Trigueros Ramos, Rubén |
| collection | DSpace |
| description | Students often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivation, critical thinking, metacognitive strategies and academic performance in university students. The study involved 2456 university students with an average age of 22.51 years. A structural equation model was created to analyse the causal relationships between the variables. The results showed that the psychological controlling of the teacher positively predicted academic stress while autonomy support negatively predicted academic stress. Academic stress negatively predicted motivation, metacognitive strategies, critical thinking and academic performance. Academic motivation positively predicted metacognitive strategies and critical thinking. Finally, metacognitive strategies and critical thinking positively predicted academic performance. These results highlight the importance of the role that the teacher adopts during classes and the protective factor of academic motivation in the presence of stress. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-9026 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2020 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-90262023-04-12T19:42:22Z The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students Trigueros Ramos, Rubén Padilla Sáez, Ana Isabel Aguilar Parra, José Manuel Lirola Manzano, María Jesús García Luengo, Amelia Victoria Rocamora Pérez, Patricia López Liria, Remedios academic motivation stress; teacher metacognitive strategies critical thinking Students often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivation, critical thinking, metacognitive strategies and academic performance in university students. The study involved 2456 university students with an average age of 22.51 years. A structural equation model was created to analyse the causal relationships between the variables. The results showed that the psychological controlling of the teacher positively predicted academic stress while autonomy support negatively predicted academic stress. Academic stress negatively predicted motivation, metacognitive strategies, critical thinking and academic performance. Academic motivation positively predicted metacognitive strategies and critical thinking. Finally, metacognitive strategies and critical thinking positively predicted academic performance. These results highlight the importance of the role that the teacher adopts during classes and the protective factor of academic motivation in the presence of stress. 2020-12-09T09:56:18Z 2020-12-09T09:56:18Z 2020-12-05 info:eu-repo/semantics/article 1660-4601 http://hdl.handle.net/10835/9026 en https://www.mdpi.com/1660-4601/17/23/9089 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | academic motivation stress; teacher metacognitive strategies critical thinking Trigueros Ramos, Rubén Padilla Sáez, Ana Isabel Aguilar Parra, José Manuel Lirola Manzano, María Jesús García Luengo, Amelia Victoria Rocamora Pérez, Patricia López Liria, Remedios The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students |
| title | The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students |
| title_full | The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students |
| title_fullStr | The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students |
| title_full_unstemmed | The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students |
| title_short | The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students |
| title_sort | influence of teachers on motivation and academic stress and their effect on the learning strategies of university students |
| topic | academic motivation stress; teacher metacognitive strategies critical thinking |
| url | http://hdl.handle.net/10835/9026 |
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