Estrategias de afrontamiento y autorregulación académica en estudiantes de 18 a 25 años de la facultad de psicología de la universidad Santo Tomas sede de Villavicencio.

Abstract

The objective of the research is to determine the relationship between Coping Strategies (EA) and Academic Self-Regulation (AA) in 216 psychology students between the ages of 18 and 25 at the Universidad Santo Tomas Sede de Villavicencio. The methodology is of a quantitative, non-experimental type with a descriptive and correlational scope, with a cross section; the instruments are the Modified Coping Strategies Scale (EEC-M) and the Self-regulated Learning Scale (EAA). The results indicate that there is no statistically significant correlation between EA and AA from a global understanding of the scores (p. 137); However, there are significant positive correlations between the Problem Solving factor and the Self-efficacy dimension (r = 276 ** p. 0.000), Goal Orientation (r = 297 ** p. 0.000), Use of Strategies (r = 252 ** p. 0.000) and Self-evaluation (r = 212 ** p. 0.002). As well as in the Search for Professional Support factor with the Use of Strategies dimension (r =, 141 * p., 038). In the Positive Reevaluation factor with the Self-efficacy dimension (r =, 210 ** p., 0.002), Goal Orientation (r =, 190 ** p., 005), Use of Strategies and Self-evaluation (r =, 136 * p. 047). And significant negative correlations between the Expression factor of Coping Difficulty with the Self-efficacy dimension (r = -, 155 * p. 0.022); and the Waiting factor with the dimensions of Self-efficacy (r = -, 136 * p., 045) and Goal Orientation (r =, 150 * p., 028).