Relationship between personal self-regulation and academic confidence (prize) with engagement-bournout of university students (product)
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Abstract
Introduction. Personal self-regulation has been defined as the ability of a person to plan, supervise and direct their behavior in situations of change. Academic confidence is a general term that is usually considered with a less specific character of the situation and, as such, could be seen as a construct of academic self-efficacy. The Model 3P has established diverse presage, process and product variables of the students, with consistent empirical evidence of these relationships. Among them, recent research is focused on establishing the role of emotional variables and their relationships with those of motivational and cognitive nature.
Method. A total of 250 students from the University of Almeria (Spain, corresponding to the second and fourth years of the Bachelor's and Bachelor's degrees, respectively) participated in this research. For the evaluation of personal self-regulation, the Self-Regulation Questionnaire, SRQ in its Spanish version, CARAbreviada and validated in Spanish samples, was evaluated. For the evaluation of academic confidence, the ABC inventory, validated with Spanish samples. The commitment-depletion was assessed through a validated Spanish version of the Marlach Bournout Inventory Survey-Utrech Work Engegement Scale for Students, with adequate reliability and construct validity indexes. The completion of the questionnaires was done anonymously, in class and in different weeks. An ex post-facto research design was used. The analyzes carried out in relation to the objectives and hypotheses proposed were of association (Pearson bivariate correlations).
Results There appeared a general association relationship, positive and significant, between personal self-regulation and academic confidence (presage variables) with respect to emotional commitment, engagement (as a product variable), as well as negative with emotional exhaustion (bournout). Also, numerous specific meaningful relationships appeared.
Discussion. The results confirm two aspects. On the one hand, the relevance of the 3P and DIDEPRO models, as consistent heuristics for the analysis of the university teaching-learning process. On the other, the importance of positive emotional (engagement) vs. negative (bournout), associated with personal self-regulation constructs and academic confidence.
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