Self-regulated learning and university academic stress in times of pandemic

Abstract

The objective of the present study was to determine the relationship between self-regulated learning and university academic stress in times of pandemic. Taking as main points to develop self-regulated learning within a higher educational framework and its dimensions, the academic stress focused on a university educational environment with its phases or moments and the relationship of both in the current context of pandemic due to COVID 19. To carry out the present study, the adapted instruments Self-regulated learning questionnaire and Inventory on academic stress were applied to 116 students belonging to a public university in Lima during the time of the pandemic. The study was carried out under a quantitative approach and a non-experimental design, as a result of the relationship between both variables in the context of a pandemic, it was obtained that there is a significant and inverse relationship between self-regulated learning and academic stress, since the correlation coefficient Spearman's Rho yielded -0.506 and a ρ = 0.000 (ρ <0.05). Therefore, it can be inferred through the present study that the higher self-regulated learning, the lower the incidence of academic stress in university students in times of pandemic.