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IJERPH
Volume 17
Issue 10
10.3390/ijerph17103602
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Article

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

by
Jesús de la Fuente
1,2,*,
Paola Paoloni
3,
Douglas Kauffman
4,
Meryem Yilmaz Soylu
5,
Paul Sander
6 and
Lucía Zapata
7
1
School of Education and Psychology, University of Navarra, 31009 Pamplona, Spain
2
School of Psychology, University of Almería, 04120 Almería, Spain
3
National Scientific and Technical Research Council (CONICET), National University of Río Cuarto, Cordoba 5800, Argentina
4
School of Medicine, Medical University of the Americas, Nevis, Devens, MS 01434, USA
5
School of Psychology, University of Nebraska—Lincoln, Lincoln, NE 68588, USA
6
School of Psychology, Teesside University, Middlesbrough TS1 3BA, UK
7
Private Practice, Educational Psychologist, Cardiff CF62 5DL, UK
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(10), 3602; https://doi.org/10.3390/ijerph17103602
Received: 23 April 2020 / Revised: 14 May 2020 / Accepted: 15 May 2020 / Published: 20 May 2020
(This article belongs to the Special Issue Factors Associated with the Psychological Well-Being of University Students: A Preventive View)
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Abstract

The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personality factors, self-regulation and coping strategies was found. The neuroticism factor had a significant negative associative relationship with Self-Regulation both globally and in its factors; especially important was its negative relation to decision making, and coping strategies focused in emotion. The results of Structural Equation Model showed an acceptable model of relationships, in each emotional context. Results and practical implications are discussed. View Full-Text
Keywords: Big Five Model; self-regulation; coping strategies; achievement emotions; Structural Equation Model (SEM) Big Five Model; self-regulation; coping strategies; achievement emotions; Structural Equation Model (SEM)
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MDPI and ACS Style

de la Fuente, J.; Paoloni, P.; Kauffman, D.; Yilmaz Soylu, M.; Sander, P.; Zapata, L. Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students. Int. J. Environ. Res. Public Health 2020, 17, 3602. https://doi.org/10.3390/ijerph17103602

AMA Style

de la Fuente J, Paoloni P, Kauffman D, Yilmaz Soylu M, Sander P, Zapata L. Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students. International Journal of Environmental Research and Public Health. 2020; 17(10):3602. https://doi.org/10.3390/ijerph17103602

Chicago/Turabian Style

de la Fuente, Jesús, Paola Paoloni, Douglas Kauffman, Meryem Yilmaz Soylu, Paul Sander, and Lucía Zapata. 2020. "Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students" International Journal of Environmental Research and Public Health 17, no. 10: 3602. https://doi.org/10.3390/ijerph17103602

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