Investigación del impacto de la ansiedad ante los exámenes y la autorregulación en el aprendizaje de lenguas extranjeras
DOI:
https://doi.org/10.26817/16925777.1706Palabras clave:
Ansiedad cognitiva ante los exámenes, aprendizaje autorregulado, estudiantes de inglés como lengua extranjeraResumen
El presente estudio investigó las estrategias de aprendizaje autorregulado adoptadas por los estudiantes de EFL, sus niveles de ansiedad cognitiva ante los exámenes y las posibles correlaciones entre el aprendizaje autorregulado y la ansiedad cognitiva ante los exámenes. El estudio también examinó si el género y el nivel de competencia lingüística tenían un efecto significativo sobre el aprendizaje autorregulado y la ansiedad cognitiva ante los exámenes. Se empleó un diseño de encuesta correlacional para investigar a los estudiantes de EFL y se recogieron datos transversales mediante un cuestionario en línea. El análisis de los datos de 269 estudiantes universitarios reveló que el género se reveló sistemáticamente como una variable significativa. En concreto, las estudiantes obtuvieron puntuaciones medias más altas tanto en aprendizaje autorregulado como en ansiedad cognitiva ante los exámenes. Además, los resultados mostraron de forma consistente una correlación entre el aprendizaje autorregulado y la ansiedad cognitiva ante los exámenes, con el aprendizaje autorregulado prediciendo eficazmente la ansiedad cognitiva ante los exámenes. En concreto, el poder predictivo del aprendizaje autorregulado para la ansiedad cognitiva ante los exámenes resultó ser estadísticamente significativo sólo en el grupo de estudiantes de nivel A2.
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