Basic psychological needs, emotional regulation and academic stress in university students: a structural model according to branch of knowledge

References

• Ali, N. S., and O. S. Ali. 2016. “Stress Perception, Lifestyle Behaviors, and Emotional Intelligence in Undergraduate Nursing Students.” Journal of Nursing Education and Practice 6 (10): 16–22. doi:10.5430/jnep.v6n10p16.
   Google Scholar
• Arnett, J. J. 2016. “College Students as Emerging Adults: The Developmental Implications of the College Context.” Emerging Adulthood 4 (3): 219–22. doi:10.1177/2167696815613000 doi: 10.1177/2167696815587422
   Web of Science ®Google Scholar
• Bedewy, D., and A. Gabriel. 2015. “Examining Perceptions of Academic Stress and its Sources among University Students: The Perception of Academic Stress Scale.” Health Psychology Open 2 (2): 1–9. doi:10.1177/2055102915596714.
   Google Scholar
• Beiter, R., R. Nash, M. McCrady, D. Rhoades, M. Linscomb, M. Clarahan, and S. Sammut. 2015. “The Prevalence and Correlates of Depression, Anxiety, and Stress in a Sample of College Students.” Journal of Affective Disorders 173: 90–96. doi:10.1016/j.jad.2014.10.054.
   PubMed Web of Science ®Google Scholar
• Boekaerts, M., and R. Pekrun. 2015. Emotions and Emotion Regulation in Academic Settings. Handbook of Educational Psychology. New York: Routledge.
   Google Scholar
• Byrne, B. M. 2016. Structural Equation Modelling with AMOS: Basic Concepts, Applications, and Programming. New York: Routledge. doi:10.4324/9781315757421.
   Google Scholar
• Campbell, R., B. Soenens, W. Beyers, and M. Vansteenkiste. 2018. “University Students’ Sleep During an Exam Period: The Role of Basic Psychological Needs and Stress.” Motivation and Emotion 42 (5): 671–81. doi:10.1007/s11031-018-9699-x.
   Web of Science ®Google Scholar
• Chew, B. H., A. Md. Zain, & F. Hassan. 2015. “The Relationship Between the Social Management of Emotional Intelligence and Academic Performance among Medical Students.” Psychology, Health & Medicine 20 (2): 198–204. doi:10.1080/13548506.2014.913797.
   Google Scholar
• De La Iglesia, M. C. 2012. “The Identification of Factors in the Competences Development of University Students. An Exploraty Study.” Revista Complutense de Educación 23 (1): 207–40. doi:10.5209/rev_RCED.2012.v23.n1.39110.
   Google Scholar
• Denovan, A., N. Dagnall, K. Dhingra, and S. Grogan. 2017. “Evaluating the Perceived Stress Scale among UK University Students: Implications for Stress Measurement and Management.” Studies in Higher Education 44 (1): 1–14. doi:10.1080/03075079.2017.1340445.
   Web of Science ®Google Scholar
• Diseth, Å. 2011. “Self-efficacy, Goal Orientations and Learning Strategies as Mediators Between Preceding and Subsequent Academic Achievement.” Learning and Individual Differences 21 (2): 191–95. doi:10.1016/j.lindif.2011.01.003.
   Web of Science ®Google Scholar
• Doinita, N. E. 2015. “Adult Attachment, Self-Esteem and Emotional Intelligence.” Procedia-Social and Behavioral Sciences 187: 570–74. doi:10.1016/j.sbspro.2015.03.106.
   Google Scholar
• Faye, C., and D. Sharpe. 2008. “Academic Motivation in University: The Role of Basic Psychological Needs and Identity Formation.” Canadian Journal of Behavioural Science 40 (4): 189–99. doi:10.1037/a0012858.
   Web of Science ®Google Scholar
• Fenton, S. A., J. L. Duda, and T. Barrett. 2016. “Optimising Physical Activity Engagement During Youth Sport: A Self-Determination Theory Approach.” Journal of Sports Sciences 34 (19): 1874–84. doi:10.1080/02640414.2016.1142104.
   PubMed Web of Science ®Google Scholar
• Fullana, J., M. Pallisera, J. Colomer, R. Fernández Peña, and M. Pérez-Burriel. 2016. “Reflective Learning in Higher Education: A Qualitative Study on Students’ Perceptions.” Studies in Higher Education 41 (6): 1008–22. doi:10.1080/03075079.2014.950563.
   Web of Science ®Google Scholar
• García-Ros, R., F. Pérez-González, J. Pérez-Blasco, and L. A. Natividad. 2012. “Academic Stress in First-Year College Students.” Revista Latinoamericana de Psicología 44 (2): 143–154.
   Web of Science ®Google Scholar
• Gargallo, B., G. Almerich, J. M. Suárez, and E. García. 2012. “Learning Strategies in Excellent and Average University Students. Their Evolution Over the First Year of the Career.” Relieve 18 (2): 1–22. doi:10.7203/relieve.18.2.2000.
   Google Scholar
• Goldman, Z. W., A. K. Goodboy, and K. Weber. 2017. “College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory.” Communication Quarterly 65 (2): 167–91. doi:10.1080/01463373.2016.1215338.
   Web of Science ®Google Scholar
• Gómez-Ortiz, O., E. M. Romera, R. Ortega-Ruiz, R. Cabello, and P. Fernández-Berrocal. 2016. “Analysis of Emotion Regulation in Spanish Adolescents: Validation of the Emotion Regulation Questionnaire.” Frontiers in Psychology 6 (1959): 1–11. doi:10.3389/fpsyg.2015.01959.
   Google Scholar
• Gökdag, C., O. Sorias, S. Kiran, and S. Ger. 2019. “Adaptation of the Interpersonal Emotion Regulation Questionnaire to the Turkish Language and Investigation of its Psychometric Properties.” Turkish Journal of Psychiatry 30 (1): 1–8. doi:10.5080/u23067.
   Google Scholar
• Gross, J. J. 2015. “Emotion Regulation: Current Status and Future Prospects.” Psychological Inquiry 26 (1): 1–26. doi:10.1080/1047840X.2014.940781.
   Web of Science ®Google Scholar
• Gross, J. J., and O. P. John. 2003. “Individual Differences in Two Emotion Regulation Processes: Implications for Affect, Relationships, and Well-Being.” Journal of Personal and Social Psychology 85: 348–62. doi:10.1037/0022-3514.85.2.348.
   PubMed Web of Science ®Google Scholar
• Guzanov, B. N., O. V. Tarasyuk, S. A. Bashkova, D. A. Ustakova, and S. I. Sotskova. 2016. “The Structural and Functional Model of Development of Profession-Oriented and Specialized Competences of Students at Vocational and Pedagogical Higher Educational Establishments.” International Journal of Environmental and Science Education 11 (16): 9222–38.
   Google Scholar
• Haidar, S. A., N. K. De Vries, M. Karavetian, and R. El-Rassi. 2018. “Stress, Anxiety, and Weight Gain among University and College Students: A Systematic Review.” Journal of the Academy of Nutrition and Dietetics 118 (2): 261–74. doi:10.1016/j.jand.2017.10.015.
   PubMed Web of Science ®Google Scholar
• Hancox, J. E., E. Quested, N. Ntoumanis, and J. L. Duda. 2017. “Teacher-Created Social Environment, Basic Psychological Needs, and Dancers’ Affective States During Class: A Diary Study.” Personality and Individual Differences 115: 137–43. doi:10.1016/j.paid.2016.03.033.
   Web of Science ®Google Scholar
• Johnson, M. L., G. Taasoobshirazi, L. Clark, L. Howell, and M. Breen. 2016. “Motivations of Traditional and Nontraditional College Students: From Self-Determination and Attributions, to Expectancy and Values.” The Journal of Continuing Higher Education 64 (1): 3–15. doi:10.1080/07377363.2016.1132880.
   Web of Science ®Google Scholar
• Klassen, R. M., N. E. Perry, and A. C. Frenzel. 2012. “Teachers’ Relatedness with Students: An Underemphasized Component of Teachers’ Basic Psychological Needs.” Journal of Educational Psychology 104 (1): 150–65. doi:10.1037/a0026253.
   Web of Science ®Google Scholar
• Marques, C. S., G. Santos, A. Galvão, C. Mascarenhas, and E. Justino. 2018. “Entrepreneurship Education, Gender and Family Background as Antecedents on the Entrepreneurial Orientation of University Students.” International Journal of Innovation Science 10 (1): 58–70. doi:10.1108/IJIS-07-2017-0067.
   Web of Science ®Google Scholar
• McDaniel, S. H., C. L. Grus, B. A. Cubic, C. L. Hunter, L. K. Kearney, C. C. Schuman, and B. F. Miller. 2014. “Competencies for Psychology Practice in Primary Care.” American Psychologist 69 (4): 409–29. doi:10.1037/a0036072.
   PubMed Web of Science ®Google Scholar
• Merino-Marban, R., D. Mayorga-Vega, E. Fernandez-Rodríguez, F. Estrada, and J. Viciana. 2015. “Effect of a Physical Education-Based Stretching Programme on Sit-Andreach Score and its Posterior Reduction in Elementary Schoolchildren.” European Physical Education Review 21: 83–92. doi:10.1177/1356336X14550942.
   Web of Science ®Google Scholar
• Muenks, K., A. Wigfield, J. S. Yang, and C. R. O’Neal. 2017. “How True is Grit? Assessing its Relations to High School and College Students’ Personality Characteristics, Self-Regulation, Engagement, and Achievement.” Journal of Educational Psychology 109 (5): 599–620. doi:10.1037/edu0000153.
   Web of Science ®Google Scholar
• Prakash, R. S., M. A. Hussain, and B. Schirda. 2015. “The Role of Emotion Regulation and Cognitive Control in the Association Between Mindfulness Disposition and Stress.” Psychology and Aging 30 (1): 160–71. doi:10.1037/a0038544.
   PubMed Web of Science ®Google Scholar
• Puertas-Molero, P., F. Zurita-Ortega, R. Chacón-Cuberos, A. Martínez-Martínez, M. Castro-Sánchez, and G. González-Valero. 2018. “An Explanatory Model of Emotional Intelligence and its Association with Stress, Burnout Syndrome, and Non-Verbal Communication in the University Teachers.” Journal of Clinical Medicine 7 (12): 524. doi:10.3390/jcm7120524.
   PubMed Web of Science ®Google Scholar
• Rahkar-Farshi, M., M. Jabraeili, and M. Vahidi. 2015. “Relationship Between Emotional Intelligence and Professional Socialization of Nursing Students.” Strides in Development of Medical Education 12 (3): 496–503.
   Google Scholar
• Ranasinghe, P., W. S. Wathurapatha, Y. Mathangasinghe, and G. Ponnamperuma. 2017. “Emotional Intelligence, Perceived Stress and Academic Performance of Sri Lankan Medical Undergraduates.” BMC Medical Education 17 (1): 41. doi:10.1186/s12909-017-0884-5.
   PubMed Web of Science ®Google Scholar
• Reggiani, C. F. 2013. “Necesidades Psicológicas Básicas, Enfoques de Aprendizaje y Atribución de la Motivación al Logro en Estudiantes Universitarios. Estudio Exploratorio.” Revista de Estilos de Aprendizaje 6 (11): 1–12.
   Google Scholar
• Respondek, L., T. Seufert, R. Stupnisky, and U. E. Nett. 2017. “Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement.” Frontiers in Psychology 8: 243. doi:10.3389/fpsyg.2017.00243.
   PubMed Web of Science ®Google Scholar
• Rodríguez-Gómez, D., M. Feixas, J. Gairín, and J. L. Muñoz. 2015. “Understanding Catalan University Dropout from a Cross-National Approach.” Studies in Higher Education 40 (4): 690–703. doi:10.1080/03075079.2013.842966.
   Web of Science ®Google Scholar
• Rothwell, A., I. Herbert, and F. Rothwell. 2008. “Self-Perceived Employability: Construction and Initial Validation of a Scale for University Students.” Journal of Vocational Behavior 73 (1): 1–12. doi:10.1016/j.jvb.2007.12.001.
   Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2017. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford.
   Google Scholar
• Sánchez-Gelabert, A., M. Figueroa, and M. Elias. 2017. “Working Whilst Studying in Higher Education: The Impact of the Economic Crisis on Academic and Labour Market Success.” European Journal of Education 52 (2): 232–45. doi:10.1111/ejed.12212.
   Web of Science ®Google Scholar
• Seligowski, A. V., D. J. Lee, J. R. Bardeen, and H. K. Orcutt. 2015. “Emotion Regulation and Posttraumatic Stress Symptoms: A Meta-Analysis.” Cognitive Behaviour Therapy 44 (2): 87–102. doi:10.1080/16506073.2014.980753.
   PubMed Web of Science ®Google Scholar
• Sheldon, K. M., and J. C. Hilpert. 2012. “The Balanced Measure of Psychological Needs (BMPN) Scale: An Alternative Domain General Measure of Need Satisfaction.” Motivation and Emotion 36 (4): 439–51. doi:10.1007/s11031-012-9279-4.
   Web of Science ®Google Scholar
• Sladek, M. R., L. D. Doane, L. J. Luecken, and N. Eisenberg. 2016. “Perceived Stress, Coping, and Cortisol Reactivity in Daily Life: A Study of Adolescents During the First Year of College.” Biological Psychology 117: 8–15. doi:10.1016/j.biopsycho.2016.02.003.
   PubMed Web of Science ®Google Scholar
• Soysa, C. K., and C. J. Wilcomb. 2015. “Mindfulness, Self-Compassion, Self-Efficacy, and Gender as Predictors of Depression, Anxiety, Stress, and Well-Being.” Mindfulness 6 (2): 217–26. doi: 10.1007/s12671-013-0247-1
   Web of Science ®Google Scholar
• Thomas, C. L., J. C. Cassady, and M. L. Heller. 2017. “The Influence of Emotional Intelligence, Cognitive Test Anxiety, and Coping Strategies on Undergraduate Academic Performance.” Learning and Individual Differences 55: 40–8. doi:10.1016/j.lindif.2017.03.001.
   Web of Science ®Google Scholar
• Troiano, H., D. Torrents, A. Sánchez-Gelabert, and L. Daza. 2017. “University Access Trends and the Degree Program Choice of Young People in Catalonia.” Cuadernos de Relaciones Laborales 35 (2): 281–303. doi:10.5209/CRLA.56775.
   Web of Science ®Google Scholar
• Vallejo-Martín, M., J. Aja, and J. J. Plaza. 2018. “Perceived Stress in University Students: The Influence of Academic Burnout and Engagement.” IJERI: International Journal of Educational Research and Innovation 9: 220–36.
   Google Scholar
• Van den Broeck, A., M. Vansteenkiste, H. De Witte, and W. Lens. 2008. “Explaining the Relationships Between Job Characteristics, Burnout, and Engagement: The Role of Basic Psychological Need Satisfaction.” Work & Stress 22 (3): 277–94. doi:10.1080/02678370802393672.
   Web of Science ®Google Scholar
• Weber, P. C., J. Katsarov, V. Cohen-Scali, R. Mulvey, L. Nota, J. Rossier, and R. Thomsen. 2018. “European Research Agenda for Career Guidance and Counselling.” In New Perspectives on Career Counseling and Guidance in Europe, edited by V. Cohen-Scali, J. Rossier, and L. Nota, 219–50. Cham: Springer. doi:10.1007/978-3-319-61476-2.
   Google Scholar