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Article

The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

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Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain
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Research Center Háblame, 04005 Almería, Spain
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Department of Education, University of Almería, 04120 Almería, Spain
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Department of Mathematics, University of Almería, 04120 Almería, Spain
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Department of Nursing, Physiotherapy and Medicine, Health Research Centre, University of Almería, 04120 Almería, Spain
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Authors to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(23), 9089; https://doi.org/10.3390/ijerph17239089
Received: 22 November 2020 / Revised: 1 December 2020 / Accepted: 2 December 2020 / Published: 5 December 2020
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. View Full-Text
Keywords: academic motivation; stress; teacher; metacognitive strategies; critical thinking academic motivation; stress; teacher; metacognitive strategies; critical thinking
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MDPI and ACS Style

Trigueros, R.; Padilla, A.; Aguilar-Parra, J.M.; Lirola, M.J.; García-Luengo, A.V.; Rocamora-Pérez, P.; López-Liria, R. The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students. Int. J. Environ. Res. Public Health 2020, 17, 9089. https://doi.org/10.3390/ijerph17239089

AMA Style

Trigueros R, Padilla A, Aguilar-Parra JM, Lirola MJ, García-Luengo AV, Rocamora-Pérez P, López-Liria R. The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students. International Journal of Environmental Research and Public Health. 2020; 17(23):9089. https://doi.org/10.3390/ijerph17239089

Chicago/Turabian Style

Trigueros, Rubén, Ana Padilla, José M. Aguilar-Parra, María J. Lirola, Amelia V. García-Luengo, Patricia Rocamora-Pérez, and Remedios López-Liria. 2020. "The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students" International Journal of Environmental Research and Public Health 17, no. 23: 9089. https://doi.org/10.3390/ijerph17239089

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