Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

ABSTRAK: Proses pengerjaan skripsi bukanlah suatu yang mudah dilalui mahasiswa dan banyak kendala yang dihadapi, apalagi untuk mahasiswa yang sedang mengerjakan skripsi yang bekerja paruh waktu. Tekanan-tekanan dan harapan yang berhubungan dengan penyelesaian skripsi merupakan salah satu sumber stres yang sering dialami oleh mahasiswa. Stres pada mahasiswa yang mengerjakan skripsi termasuk stres akademik. Stres akademik pada mahasiswa yang bekerja paruh waktu dapat menganggu proses penyelesaian skripsi. Beberapa penelitian menyebutkan bahwa regulasi diri menjadi salah satu bentuk strategi coping stres untuk mencegah timbulnya stres akademik. Penelitian ini bertujuan untuk mengetahui hubungan antara regulasi diri dengan stres akademik pada mahasiswa skripsi Universitas Negeri Malang yang bekerja paruh waktu. Subjek dipilih menggunakan metode proporsional stratisfied sampling, dengan kriteria mahasiswa skipsi Universitas Negeri Malang yang bekerja paruh waktu. Subjek penelitian berjumlah 43 mahasiswa. Instrumen Regulasi Diri memiliki reliabilitas 0,888 dan Skala Stres Akademik adaptasi dari Lin dan Chen (2009) memiliki reliabilitas 0,826. Menggunakan analisis korelasi product moment pearson dan analisis regresi sederhana diperoleh hasil bahwa terdapat hubungan negatif antara regulasi diri dengan stres akademik pada mahasiswa skripsi Universitas Negeri Malang. Sumbangan pengaruh regulasi diri terhadap stres akademik sebesar 21,3% sisanya dipengaruhi oleh faktor lain. Kata Kunci: regulasi diri; stres akademik ABSTRACT: The thesis process is not an easy thing for a student to pass and many obstacles are encountered, especially for thesis students who work part time. Pressures and expectations related to the completion of the thesis is one source of stress that is often experienced by students. Stress on students working on their thesis, including academic stress. Academic stress on undergraduate students who work part-time can disrupt the process of completion of the thesis. Some studies suggest that self-regulation is a form of stress coping strategy to prevent academic stress. This study aims to determine the relationship between self-regulation and academic stress in undergraduate thesis students of Malang State University who work part time. Subjects were selected using the proportional standard sampling method, with the criteria for students of Malang State University who work part time. Research subjects were 43 students. The Self Regulatory Instrument has a reliability of 0.888 and the Academic Stress Adaptation Scale from Lin and Chen (2009) has a reliability of 0.826. Using Pearson product moment correlation analysis and simple regression analysis results show that there is a negative relationship between self-regulation and academic stress on undergraduate students at State University of Malang. The contribution of self-regulation to academic stress by the remaining 21.3% is influenced by other factors. Keyword: self regulation; academic stress

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Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

Frontiers in Psychology ◽

10.3389/fpsyg.2020.01773 ◽

2020 ◽

Vol 11 ◽

Author(s):

Jesús de la Fuente ◽

Francisco Javier Peralta-Sánchez ◽

Jose Manuel Martínez-Vicente ◽

Paul Sander ◽

Angélica Garzón-Umerenkova ◽

...

Keyword(s):

Undergraduate Students ◽

Self Regulation ◽

Academic Stress ◽

External Regulation

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Academic Stress and Study Habits of Health Science University Students

Journal of Health and Allied Sciences NU ◽

10.1055/s-0041-1730746 ◽

2021 ◽

Author(s):

Sukesh Shetty ◽

Neetha Kamath ◽

M. Nalini

Keyword(s):

Academic Success ◽

Nursing Students ◽

University Students ◽

Undergraduate Students ◽

Sampling Technique ◽

Academic Stress ◽

Study Habits ◽

Health Science ◽

Pharmacy Students ◽

Cross Sectional

Abstract Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = −0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need.

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Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

Chemistry Education Research and Practice ◽

10.1039/d0rp00339e ◽

2021 ◽

Author(s):

Solange Wagner Locatelli ◽

Bette Davidowitz

Keyword(s):

Undergraduate Students ◽

Chemical Reaction ◽

Chemistry Education ◽

Self Regulation ◽

Real Life ◽

Explanatory Models ◽

Explanatory Model ◽

Future Application ◽

Correct Figure ◽

Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

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Students’ Self-Organization of the Learning Environment during a Blended Knowledge Creation Course

Education Sciences ◽

10.3390/educsci11100580 ◽

2021 ◽

Vol 11 (10) ◽

pp. 580

Author(s):

Giuseppe Ritella ◽

Fedela Feldia Loperfido

Keyword(s):

Undergraduate Students ◽

Knowledge Creation ◽

Participant Observation ◽

Self Regulation ◽

Cultural Models ◽

Self Organization ◽

Learning Approaches ◽

Offline Learning ◽

Stimulated Recall ◽

Stimulated Recall Interviews

Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students’ autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students’ choices related to self-organization.

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Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2018.1.6 ◽

2018 ◽

Vol 9 (1) ◽

Author(s):

Natalie Spadafora ◽

Zopito Marini

Keyword(s):

Undergraduate Students ◽

Self Regulation ◽

Academic Experiences ◽

Ongoing Research ◽

Capstone Course ◽

Course Content ◽

Digital World ◽

Premier Cycle ◽

University Course ◽

The Way

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

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Self-regulation strategies of smartphone use during university self-study

10.31219/osf.io/x849a ◽

2020 ◽

Author(s):

Rebecca L. Barron ◽

Linda Katherine Kaye

Keyword(s):

Undergraduate Students ◽

Learned Helplessness ◽

Self Regulation ◽

Structured Interviews ◽

Fear Of Missing Out ◽

Self Study ◽

Smartphone Use ◽

Regulation Strategies ◽

Insight Into

The role of smartphones within education has received a lot of media and academic attention. This has typically focused on their use in the classroom, within tutor-directed sessions. However, less has been focused on how smartphone use is negotiated within self-study. Using semi-structured interviews, the current study sought to explore final year undergraduate students’ (N = 6) strategies for smartphone self-regulation during self-study time and the extent to which these strategies were effective. IPA revealed three main themes: “Urgency, Context and Consistency”, “Learned Helplessness” and “Fear of Missing out (FoMO)”. The findings extend our understanding of how conceptual frameworks such as self-regulation apply to smartphone regulation during self-study, and provide insight into the barriers for effective regulatory behaviour. Implications for both self-study efficacy and smartphone regulation are discussed.

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Linking Mentoring and Job Search Behavior: A Moderated Mediation Model

SAGE Open ◽

10.1177/21582440211067235 ◽

2021 ◽

Vol 11 (4) ◽

pp. 215824402110672

Author(s):

Ruirui Lian ◽

Wenjing Cai ◽

Kun Chen ◽

Hongru Shen ◽

Xiaopei Gao ◽

...

Keyword(s):

Undergraduate Students ◽

Job Search ◽

Self Efficacy ◽

College Graduates ◽

Self Regulation ◽

Search Behavior ◽

Survey Study ◽

Job Search Behavior ◽

Search Behaviors ◽

The Impact

The present research aims to explore the impact of mentoring relationship on college graduates’ job search behavior among Chinese undergraduate students by examining the mediator of job search intention and the moderator of job search self-efficacy. A two-wave survey study was conducted in China ( N = 594). Our findings show a positive indirect relation between mentoring and college graduates’ job search behaviors through job search intention. The graduates’ job search self-efficacy positively moderated the indirect relationship such that when job search self-efficacy was higher, the influence of mentoring on behavior via job search intention was stronger. These findings extend the literature by clarifying how and when mentoring facilitates graduates’ job search behaviors and provide practical implications for facilitating a smooth school-to-work transition in China. As the first study that empirically clarifies why (through job search intention) and when (job search self-efficacy) mentoring function is positively related to job search behavior among Chinese undergraduate students, the present study contributes to the existing mentoring and job search literature. Future research is encouraged to extend the findings by integrating theory of planned behavior (TPB) with self-regulation theory toward deepening current understanding of how and when mentoring can contribute to a student’s success in job search behavior.

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Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course

Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5085-3.ch019 ◽

2018 ◽

pp. 406-439 ◽

Cited By ~ 2

Author(s):

Dan Spencer ◽

Margareta M. Thomson ◽

Jason P. Jones

Keyword(s):

Undergraduate Students ◽

Group Dynamics ◽

Self Regulation ◽

Social Forms ◽

The Usa ◽

Group Engagement ◽

The Impact ◽

Successful Collaboration

The ability to collaborate successfully with others is a highly valued skill in the modern workplace and has been reflected in the increase of collaborative learning methods within education. Research has highlighted the crucial role of self-regulation in successful collaboration, and more recently begun to focus on understanding how groups jointly regulate their interactions. The current chapter outlines a mixed-methods study that compared the impact of individual- and group-centered prompts on the frequency of social metacognitive activities during online group review activities with college students (N=48) from the USA. Tentative study findings suggested that group-centered problematizing prompts were moderately successful in shifting groups towards more social forms of regulation such as co-regulation; however, they were not enough to move groups towards shared metacognitive regulation. Further results revealed how the quality of group engagement was influenced by participants' perceived value towards activities, function and focus of metacognitive episodes, and group dynamics.

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Understanding the Learners

Teaching Music in Higher Education ◽

10.1093/oso/9780190945305.003.0003 ◽

2020 ◽

pp. 47-62

Author(s):

Colleen M. Conway

Keyword(s):

College Students ◽

Learning Styles ◽

Multiple Intelligences ◽

Undergraduate Students ◽

Self Regulation ◽

Thinking Aloud ◽

Differentiating Instruction ◽

The Arts

Chapter 3 focuses on the cognitive and intellectual growth of college students and includes vignettes written by undergraduate students. The role of the professor in assisting the undergraduate in developing from dualism to relativism is discussed. A review of various learning styles and a discussion of multiple intelligences is provided. Various strategies for motivating students are discussed. Specific techniques for self-regulation are also examined. The chapter concludes with suggestions for differentiating instruction. Suggestions for underclassmen include autobiographical assignments, modeling and thinking aloud; while suggestions for upperclassmen include choice in assignments and recognition of the challenges of planning a future in the arts.

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