Morales-Rodríguez Francisco Manuel, Pérez-Mármol José Manuel
Department of Educational and Developmental Psychology, Faculty of Psychology, University of Granada, Granada, Spain.
Department of Physiotherapy, Faculty of Health Sciences, University of Granada, Granada, Spain.
Front Psychol. 2019 Aug 7;10:1689. doi: 10.3389/fpsyg.2019.01689. eCollection 2019.
The main objective of the present research is to analyze the relationship of levels of self-efficacy and anxiety, coping strategies, and emotional intelligence in Spanish university students. This study has a cross-sectional design. The sample was composed of 258 university students recruited from three academic areas. Descriptive, bivariate, and multivariate regression analyses were performed. Significant bivariate analysis showed a significant inverse correlation between self-efficacy and state anxiety ( = -0.340) and trait anxiety ( = -0.466). In addition, a direct correlation was found between self-efficacy and the coping strategies of problem-solving ( = 0.312), emotional expression ( = 0.133), cognitive restructuring ( = 0.195), social withdrawal ( = 0.103), and coping with a situation ( = 0.303), as well as with the emotional intelligence dimensions of emotional clarity ( = 0.397) and repair mood ( = 0.347). Multivariate regression analysis showed that trait anxiety, problem-solving, emotional expression, social withdrawal, and emotional clarity were significantly related to the dependent variable, predicting 39% of total variance on levels of general perceived self-efficacy. In conclusion, this paper contributes to a better understanding of the related factors to general perceived self-efficacy in undergraduate students.
本研究的主要目的是分析西班牙大学生的自我效能感水平与焦虑、应对策略和情商之间的关系。本研究采用横断面设计。样本由从三个学术领域招募的258名大学生组成。进行了描述性、双变量和多变量回归分析。显著的双变量分析表明，自我效能感与状态焦虑（=-0.340）和特质焦虑（=-0.466）之间存在显著的负相关。此外，还发现自我效能感与解决问题的应对策略（=0.312）、情绪表达（=0.133）、认知重构（=0.195）、社交退缩（=0.103）和应对情境（=0.303）以及情绪清晰度（=0.397）和修复情绪（=0.347）的情商维度之间存在直接相关性。多变量回归分析表明，特质焦虑、解决问题、情绪表达、社交退缩和情绪清晰度与因变量显著相关，预测了总体感知自我效能感水平总方差的39%。总之，本文有助于更好地理解本科生总体感知自我效能感的相关因素。
