Persona:
Sánchez-Elvira Paniagua, Ángeles

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ORCID
0000-0002-3007-3935
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Sánchez-Elvira Paniagua
Nombre de pila
Ángeles
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Filtros

2013 - 20183
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Fecha de finalización: 2019 × search.filters.applied.f.itemFacultad: Facultad de Psicología ×

Resultados de la búsqueda

Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    The role of psychological strengths coping strategies and well-being in the prediction of academic engagement and burnout in first-year university students
    (UNED - Universidad Nacional de Educación a Distancia, 2018-12-24) Merhi Auar, Richard; Sánchez-Elvira Paniagua, Ángeles; Palací Descals, Francisco José
    Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies. These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.
  • Miniatura
    Publicación
    ¿Puede amortiguar el Engagement los efectos nocivos de la Procrastinación Académica?
    (UNED - Universidad Nacional de Educación a Distancia, 2013-06) González Brignardello, Marcela Paz; Sánchez-Elvira Paniagua, Ángeles
    El propósito de este estudio es explorar la relación existente entre la Procrastinación Académica y el Engagement, así como el patrón de funcionamiento de ambas variables en entornos académicos, en relación al uso de estrategias de aprendizaje autorregulado, eficientes y deficientes, y el estado de los estudiantes previo a la realización de los exámenes. Todas las variables han sido medidas a través de cuestionarios de autoinforme, en una población de universitarios en modalidad a distancia/en línea. Asimismo, se postula un posible efecto de amortiguación o buffering del Engagement sobre los efectos nocivos de la Procrastinación Académica. Este patrón diferencial se analiza con mayor precisión mediante la consideración de tres perfiles de estudiantes, los caracterizados por Engagement puro, los caracterizados por Procrastinación Académica pura, y un perfil mixto de procrastinadores con niveles de Engagement medio-alto. Los resultados obtenidos corroboran, por un lado, las grandes diferencias existentes en la forma de afrontar los estudios entre los estudiantes engaged y los procrastinadores y, por otro, el claro efecto amortiguador del engagement sobre la procrastinación académica, observándose en el perfil mixto una mejora significativa de carácter positivo, tanto en el tipo de estrategias de aprendizaje autorregulado utilizadas, como en su estado previo a los exámenes.
  • Miniatura
    Publicación
    Developing Student Support for Open and Distance Learning: The EMPOWER Project
    (Ubiquity Press, 2018-07-30) Sánchez-Elvira Paniagua, Ángeles; Simpson, Ormond
    European universities face great challenges dealing with twenty-first century world changes. Deep transformations are required to a wide range of life-long learning scenarios, which are replacing traditional modes of university study and giving access to students in more flexible ways. To address the transformation in learning, the European Association of Distance Teaching Universities (EADTU) launched the EMPOWER project in 2015 so that the EADTU could share expertise of distance education universities in the field. The EMPOWER project is organised in 12 areas. One is student support, as the central area for students’ success. The project’s goal is to empower students to become life-long, self-directed learners in open, online and blended-learning environments. The plan was to increase student retention and enhance academic performance, integration and satisfaction. This article summarises the work that has been done during the past two years to offer different tools and resources, such as webinars and reports. These can help institutions and academics in their understanding of what underlies student engagement and motivation versus student drop-out. We aim to share expertise about how effective, or not, technology has been for developing innovative, advanced and quality student support services to large and small groups of students. It is too early to judge the success of the student support group of the EMPOWER project. This paper looks at what has been achieved so far. In particular it outlines the reasons for focusing on the problem of student drop-out and how student support may help to ameliorate the problem.