Training in self-regulated learning based on a neuropsychological approach to academic stress in university students

Abstract

Introduction: academic stress is a common challenge among university students and can have negative effects on their performance and well-being, as well as hinder conscious learning regulation. This article presents a training program designed to address this problem from a neuropsychological approach and promote self-regulated learning. Objective: to evaluate the effectiveness of the self-regulated learning training strategy in reducing stress associated with the academic context. Method: a mixed research design was employed, involving eight second-year undergraduate students. The training program consisted of five sessions, each addressing specific aspects of self-regulated learning and academic stress management. Quantitative data were collected, and semi-structured interviews were conducted to gain a deeper understanding of the phenomenon. Results: the program had a positive impact on reducing stress associated with the academic context and improving performance in the sample. Participants reported increased awareness of their own learning strategies and improved ability to manage stress in the academic environment. Conclusions: this study demonstrates that a training program in self-regulated learning, based on a neuropsychological approach, can be effective in reducing stress associated with the academic context and increasing the performance of university students. These findings support the importance of providing students with strategies to manage stress and promote self-regulated learning.

Keywords

• training program
• academic stress
• self-regulated learning
• university students