Relations between learning approaches and covering strategies (process) with engagement-bournout of university students (product)

Abstract

Introduction. Learning approaches have been defined as ways of interacting with the learning processes that arise from the perception of academic tasks, influenced by the personal characteristics of the students. Coping strategies in terms of constant change of cognitive and behavioral processes, developed in order to manage specific external or internal demands to reduce the negative qualities of a stressful situation. The Model 3P and DIDEPRO have established diverse variables of presage, process and product of the students, with consistent empirical evidence of these relationships. Among them, the present investigation is centered on the establishment of the role of emotional variables and their relationships with those of a 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. The Two-Factor Revised Study Process Questionnaire, R-SPQ-2F, validated with Spanish samples, was used to identify the different learning approaches that predominate in university students. It was measured using the Coping Strategies Scale, EEC, in its original version, based on the Lazarus and Folkman model, adapted for university students. 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 A relationship of association -positive or negative, respectively- appeared between the deep learning approach (process variable) and the emotional commitment, engagement (as a product variable) as well as negative with emotional exhaustion (bournout). Conversely, the association relation of the superficial approach was negative with the engagement and positive with the bournout. The total score of coping strategies appeared positively associated with the bournout but not with the engagement. In a complementary way, coping strategies focused on emotion and problem appeared to be positively associated with 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 the constructs learning approaches and coping strategies.