El papel de la enseñanza reguladora en la inducción de las emociones de engagement-bournot del alumnado universitario

Introduction. Traditionally, the research on engagement-bournout has linked this academic bipolar emotion with other characteristics of the students, already enumerated in previous communications. However, less has been deepened in the relationship with the teaching process. This relationship seems relevant and plausible in formal university academic contexts, especially when there is potential stress, is the objective of this research. Method. A total of 250 students from the University of Almeria (Spain), corresponding to the second and fourth year, of Degree and Licentiate, respectively, participated in this investigation of an ex postfacto character. Regulatory education was evaluated through the Interactive Evaluation Scale of the Teaching-Learning Process, EIPEA, in its first dimension. The commitment-depletion was assessed through a validated Spanish version of the Marlach Bournout Inventory Survey-Utrech Work Engagement Scale for Students. The evaluation was carried out in a contextualized manner in two subjects of the Degree and Degree of Psychology Degree. The completion of the questionnaires was done anonymously, in class and in different weeks. Person's bivariate correlacutions were made, using an ex post-facto design. Results There appeared a significant positive partial association of some factors, such as specific regulatory education with dedication. The factor preparation for learning appeared associated with commitment, and its components, vigor and absorption. Discussion. The results partially validate the contrasted relationships, deepening in the need for the study of positive emotionality (engagement) or negative (exhaustion), as a product variable of the students, associated with the teaching process, which interacts with the motivational and cognitive processes of the students' learning. university.