FACTORES COGNITIVOS Y NO COGNITIVOS EN EL AFRONTAMIENTO DE SITUACIONES ACADEMICAS: INTERACCIONES Y EFECTOS EN ESTUDIANTES UNIVERSITARIOS

TL;DRAbstract

COGNITIVE AND NON-COGNITIVE FACTORS ON THE COPING OF ACADEMIC SITUATIONS: INTERACTIONS AND EFFECTS ON UNIVERSITY STUDENTS From the perspective of an adaptive model of learning, learners face two priorities in the classroom: to achieve mastery goals that increase their resources, and to maintain a feeling of well-being, coping with problem-situations beyond academic learning activities (Boekaerts & Niemivirta, 2000). Objective: to analyze the interactions between cognitive and non-cognitive variables and their effects on coping with academic problems. Sample: 349 university students (both genders), from a private university (Argentina). Instruments: AOSPAN to measure Working Memory Capacity (WMC) (Unsworth, et al., 2005), Attentional Networks Test (Fan, et al., 2002), Adolescent Coping Scale (Richaud de Minzi, 2003), Remoralization (Vissers et al., 2010), and Perceived Social Support (PSS) (Arechabala Mantuliz & Miranda Castillo, 2002). A full-factorial design was used inding signiicant

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