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Pozo Cabanillas, María del Pilar

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Pozo Cabanillas
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María del Pilar
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2024 - 20252
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Autor: Cabras, Emilia × Fecha de inicio: 2009 ×

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Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    Stress and academic achievement among distance university students in Spain during the COVID-19 pandemic: age, perceived study time, and the mediating role of academic self-efficacy.
    (Springer Nature, 2024-06-21) Cabras, Emilia; Pozo Cabanillas, María del Pilar; Suárez Falcón, Juan Carlos; Caprara, Mariagiovanna; Contreras Felipe, Antonio; https://orcid.org/0000-0002-3884-0684; https://orcid.org/0000-0001-7560-4966
    The COVID-19 pandemic, and the associated confinement, imposed a novel personal and social context for university students; nevertheless, few studies have addressed the effects of this on distance university students. Indeed, defining the needs of these students under such unique circumstances will allow them to receive the support necessary to effectively reduce their perceived stress and improve their academic achievement. A predictive model was designed to examine the direct effects of the variables’ age and perceived study time on stress and academic achievement in students in an online learning context, as well as to assess the indirect effects through the mediating role of academic self-efficacy. Using path analysis, the model was tested on a sample of 1030 undergraduate students between 18 and 60 years old enrolled on a psychology degree course at the UNED (National Distance Learning University of Spain). The model provides a good fit to the data, confirming the mediating role of academic self-efficacy. Perceived study time is a factor negatively associated with stress and positively with academic achievement. However, it appeared that age was not related to academic achievement, indicating that academic self-efficacy had no mediating effect on these two variables. Academic self-efficacy is a mediator and protective factor in challenging times like the COVID-19 pandemic. These results may contribute to the design of educational and clinical interventions for students at an online learning university over an extended age range.
  • Miniatura
    Publicación
    Reciprocal Associations Between Positivity and Positive Affect During the COVID-19 Pandemic
    (WILEY, 2025-04) Caprara, Mariagiovanna; Contreras Felipe, Antonio; Suárez Falcón, Juan Carlos; Caprara, Gian Vittorio; Pozo Cabanillas, María del Pilar; Cabras, Emilia; Tavolucci, Simone; Alessandri, Guido
    In this study, the associations between positivity and positive affect were examined at five time points between January 2020 and September 2021, a period of turmoil associated with the COVID-19 pandemic. Data were collected from 1401 students (73.45% women) attending an online university in Spain, commencing at the outbreak of the pandemic and then at four different time points up to the time it was considered to have been controlled. The results of a cross-lagged panel model revealed that participants who maintained higher general positivity were also those who reported more intense overall positive affect. At the same time, above-average positive affect predicted higher-than-usual levels of positivity. By pointing to the reciprocal relationships between positivity and positive affect, the results corroborate and go beyond previous findings by highlighting a virtuous cycle in which positivity and positive affect reciprocally influence each other over time. These data are in accordance with a dynamic view of how self-focused, positive evaluative dispositions and chronic positive affective states operate in concert to enhance adaptation and well-being. The practical implications of these findings are discussed.