Self-regulated learning, performance and academic stress in university students

Abstract

Introduction: The interest in psychological well-being, mental health and training processes of students at the tertiary level is recognized.

Objective: To characterize self-regulated learning, academic performance and stress in a sample of Cuban university students.

Methods: Quantitative methodology; descriptive type of study. Non-probabilistic sampling. Ninety-six students of Electrical Engineering, Mechanical Engineering, Agriculture, Veterinary Medicine and Architecture and Urbanism participated. The Google Forms® tool was used to apply the instruments: self-regulated learning scale, SISCO inventory and to obtain data on performance. Descriptive statistics were applied.

Results: Deficiencies in self-regulated learning were related to organization, time and resource management, information search and motivation toward study. Medium and low levels of academic performance predominated. The main psychological reactions to academic stress were restlessness (69.8%), feelings of despair and sadness (62.5%) and concentration problems (60.4 %). Physical reactions include drowsiness or increased need for sleep (70.9%), headaches (57.3%) and sleep disorders (56.6%). The prevalence of academic stress levels was moderate (51%), followed by the deep level, with 45.8%.

Conclusion: Actions that imply a certain degree of autonomy and orientation towards learning goals predominated. Shortcomings in self-regulated learning were expressed in self-efficacy for willingness to study, performance, self-assessment of study and learning planning. Students present moderate and deep stress levels; they do not achieve high academic performance.