<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282019000300014</article-id>
<article-id pub-id-type="doi">10.6018/analesps.35.3.323101</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates]]></article-title>
<article-title xml:lang="es"><![CDATA[La experiencia desagradable como determinante de las respuestas cognitivas, conductuales y fisiológicas de estrés académico en universitarios opositores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuente-Arias]]></surname>
<given-names><![CDATA[Jesús de la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amate-Romera]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Navarra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Almería  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>3</numero>
<fpage>472</fpage>
<lpage>482</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282019000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282019000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282019000300014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This investigation established unpleasant past experience in interdependent and predictive relations with irrational beliefs, test anxiety, self-regulated study and academic stress, variables belonging to the competency for performing in highly demanding contexts. Participants were 221 candidates enrolled in preparatory academies, where they were preparing for competitive exams for posts as public elementary school teachers. The variables were measured using validated self-reports. A linear, ex post-facto design was used, with inferential and structural analyses. Unpleasant experience was shown to have significant, positive, interdependent relations with irrational beliefs and physiological stress responses, as well as negative relations with self-regulated study. Significant, predictive, structural relations were found between unpleasant experience and cognitive, behavioral, and physiological stress responses. These results partially validate the relationships shown in the SLPS Competency model, which explains learning in stressful contexts; and offer evidence of the need to train students for these situations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación estableció las relaciones de interdependencia y predicción entre experiencia desagradable previa y creencias irracionales, ansiedad evaluativa, autorregulación en el estudio y estrés académico, variables de la competencia para rendir en contextos de alta exigencia. Participaron 221 aspirantes de academias preparatorias a la función pública del cuerpo de Maestros. Las variables fueron medidas mediante autoinformes validados. El diseño fue ex post-facto lineal, con análisis inferenciales y estructurales. Los resultados mostraron relaciones significativas positivas de interdependencia de la experiencia desagradable con las creencias irracionales y respuestas fisiológicas de estrés, así como negativas con la autorregulación en el estudio. Además, apareció una relación estructural predictiva significativa entre experiencia desagradable y respuestas cognitivas, conductuales y fisiológicas de estrés. Estos resultados validan parcialmente las relaciones del modelo CAERE, explicando el aprendizaje en contextos estresantes, y evidencian la necesidad de entrenar a los estudiantes ante estas situaciones.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[SLPS Competency model]]></kwd>
<kwd lng="en"><![CDATA[irrational beliefs]]></kwd>
<kwd lng="en"><![CDATA[test anxiety]]></kwd>
<kwd lng="en"><![CDATA[self-regulated study]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
<kwd lng="es"><![CDATA[modelo CAERE]]></kwd>
<kwd lng="es"><![CDATA[creencias irracionales]]></kwd>
<kwd lng="es"><![CDATA[ansiedad evaluativa]]></kwd>
<kwd lng="es"><![CDATA[autorregulación en el estudio]]></kwd>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Akf&#305;rat]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Gül]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Yetim]]></surname>
<given-names><![CDATA[Ü]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interrelations among Regulation Focus, Authenticity and Emotional Responses to Frustration of Self-Related Experiences among University Students in Turkey]]></article-title>
<source><![CDATA[Current Psychology]]></source>
<year>2016</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>99-107</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alanzi]]></surname>
<given-names><![CDATA[KA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does previous collegiate academic experience affect students' performance?]]></article-title>
<source><![CDATA[International Journal of Education Economics and Development]]></source>
<year>2015</year>
<volume>6</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>303-13</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Álvarez]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Lorenzo]]></surname>
<given-names><![CDATA[JJ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La ansiedad ante los exámenes en estudiantes universitarios: Relaciones con variables personales y académicas]]></article-title>
<source><![CDATA[Electronic Journal of Research in Educational Psychology]]></source>
<year>2012</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>333-54</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arsenio]]></surname>
<given-names><![CDATA[WF]]></given-names>
</name>
<name>
<surname><![CDATA[Loria]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Coping with negative emotions: connections with adolescents' academic performance and stress]]></article-title>
<source><![CDATA[J Genet Psychol]]></source>
<year>2014</year>
<volume>175</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>76-90</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barattucci]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Pagliaro]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Cafagna]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Bosetto]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An examination of the Applicability of Biggs' 3P Learning Process Model to Italian University]]></article-title>
<source><![CDATA[Journal of e-Learning and Knowledge Society]]></source>
<year>2017</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>163-80</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bembenutty]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Cleary]]></surname>
<given-names><![CDATA[TJ]]></given-names>
</name>
<name>
<surname><![CDATA[Kitsantas]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Charlote, NC ]]></publisher-loc>
<publisher-name><![CDATA[Information Age Publishing, Inc.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Biggs]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching for Quality Learning at University]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Buckingham, England ]]></publisher-loc>
<publisher-name><![CDATA[Open University Press.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burdwood]]></surname>
<given-names><![CDATA[EN]]></given-names>
</name>
<name>
<surname><![CDATA[Infantolino]]></surname>
<given-names><![CDATA[ZP]]></given-names>
</name>
<name>
<surname><![CDATA[Crocker]]></surname>
<given-names><![CDATA[LD]]></given-names>
</name>
<name>
<surname><![CDATA[Spielberg]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Banich]]></surname>
<given-names><![CDATA[MT]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[GA]]></given-names>
</name>
<name>
<surname><![CDATA[Heller]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resting&#8208;state functional connectivity differentiates anxious apprehension and anxious arousal]]></article-title>
<source><![CDATA[Psychophysiology]]></source>
<year>2016</year>
<volume>53</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1451-9</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Busari]]></surname>
<given-names><![CDATA[AO]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relationship between personality types, learning styles, motivation, self-esteem and academic stress among distance learners in Ibadan Study Center]]></article-title>
<source><![CDATA[International Journal of Innovation and Applied Studies]]></source>
<year>2017</year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>850-62</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cheng]]></surname>
<given-names><![CDATA[PY]]></given-names>
</name>
<name>
<surname><![CDATA[Liao]]></surname>
<given-names><![CDATA[WR]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Relationship Between Test Anxiety and Achievement in Accounting Students with Different Cognitive Styles: The Mediating Roles of Self-Regulation]]></article-title>
<source><![CDATA[International Research in Education]]></source>
<year>2016</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>14-33</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[MC]]></given-names>
</name>
</person-group>
<source><![CDATA[Resiliencia, estrategias de afrontamiento y enfoques de aprendizaje, como aspectos de la competencia aprender a aprender con estrés en el contexto de enseñanza-aprendizaje universitario]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Spain ]]></publisher-loc>
<publisher-name><![CDATA[University of Granada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costarelli]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Patsai]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic examination stress increases disordered eating symptomatology in female university students]]></article-title>
<source><![CDATA[Eat Weight Disord]]></source>
<year>2012</year>
<volume>17</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>164-9</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fuente]]></surname>
<given-names><![CDATA[J de la]]></given-names>
</name>
</person-group>
<source><![CDATA[Competency for studying, learning and performing under stress: Selfhelp guide for University Students, Graduates and Professional Examination Candidates]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Almería ]]></publisher-loc>
<publisher-name><![CDATA[Education &amp; Psychology I+D+i]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fuente]]></surname>
<given-names><![CDATA[J de la]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández-Cabezas]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Cambil]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[MM]]></given-names>
</name>
<name>
<surname><![CDATA[González-Torres]]></surname>
<given-names><![CDATA[MC]]></given-names>
</name>
<name>
<surname><![CDATA[Artuch-Garde]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>1039</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fuente]]></surname>
<given-names><![CDATA[J de la]]></given-names>
</name>
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Zapata]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Vicente]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Mariano]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Solinas]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Fadda]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competency to study and learn in stressful contexts: fundamentals of the "e-Coping with Academic Stress" utility]]></article-title>
<source><![CDATA[Electronic Journal of Research in Educational Psychology]]></source>
<year>2014</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>717-46</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fuente]]></surname>
<given-names><![CDATA[J de la]]></given-names>
</name>
<name>
<surname><![CDATA[Sander]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Vicente]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Garzón]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Fadda]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gallego]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar-Parra]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Cangas]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Rosado]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Lánger]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Efecto de intervenciones mente/cuerpo sobre los niveles de ansiedad, estrés y depresión en futuros docentes de educación primaria: Un estudio controlado]]></article-title>
<source><![CDATA[Revista de Psicodidáctica]]></source>
<year>2016</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[ME]]></given-names>
</name>
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[ABB]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-Muñiz]]></surname>
<given-names><![CDATA[LJ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Permanencia en la universidad: la importancia de un buen comienzo]]></article-title>
<source><![CDATA[Aula Abierta]]></source>
<year>2016</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[CMV]]></given-names>
</name>
<name>
<surname><![CDATA[Gundín]]></surname>
<given-names><![CDATA[OA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estresores académicos percibidos por estudiantes universitarios y su relación con el burnout y el rendimiento académicos]]></article-title>
<source><![CDATA[Anuario de Psicología]]></source>
<year>2016</year>
<volume>46</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>90-7</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[LA]]></given-names>
</name>
</person-group>
<source><![CDATA[Proyecto HERGAR]]></source>
<year>1995</year>
<publisher-loc><![CDATA[Spain ]]></publisher-loc>
<publisher-name><![CDATA[University of La Laguna]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Karaman]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[JC]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of US and international undergraduate students]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2017</year>
<volume>111</volume>
<page-range>106-10</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Keshu]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Thomas]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Dey]]></surname>
<given-names><![CDATA[AM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive and cultural aspects of academic stress: a review]]></article-title>
<source><![CDATA[International Education and Research Journal]]></source>
<year>2016</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>80-5</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Koivuniemi]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Panadero]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Malmberg]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Järvelä]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Higher education students' learning challenges and regulatory skills in different learning situations]]></article-title>
<source><![CDATA[Infancia y Aprendizaje]]></source>
<year>2017</year>
<volume>40</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-37</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kosmala-Anderson]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Wallace]]></surname>
<given-names><![CDATA[LM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gender differences in the psychosomatic reactions of students subjected to examination stress]]></article-title>
<source><![CDATA[Electronic Journal of Research in Educational Psychology]]></source>
<year>2007</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>325-48</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Largo-Wight]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Peterson]]></surname>
<given-names><![CDATA[PM]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[WW]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perceived problem solving, stress, and health among college students]]></article-title>
<source><![CDATA[Am J Health Behav]]></source>
<year>2005</year>
<volume>29</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>360-70</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leung]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Yeung]]></surname>
<given-names><![CDATA[KC]]></given-names>
</name>
<name>
<surname><![CDATA[Wong]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic Stressors and Anxiety in Children: The Role of Paternal Support]]></article-title>
<source><![CDATA[Journal of Child and Family Studies]]></source>
<year>2010</year>
<volume>19</volume>
<page-range>90-100</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malhotra]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Kaur]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining the relationship of irrational beliefs with social-emotional skills]]></article-title>
<source><![CDATA[Indian Journal of Health and Wellbeing]]></source>
<year>2016</year>
<volume>7</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>714-6</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mehmet]]></surname>
<given-names><![CDATA[AK]]></given-names>
</name>
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[JC]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2017</year>
<volume>111</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>106-10</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pedroza]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reeducación cognitiva-emotiva en caso de ansiedad ante los exámenes]]></article-title>
<source><![CDATA[Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></source>
<year>2015</year>
<volume>6</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>319-35</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pekrun]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Stephens]]></surname>
<given-names><![CDATA[EJ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic emotions]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[KR]]></given-names>
</name>
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Urdan]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Royer]]></surname>
<given-names><![CDATA[JM]]></given-names>
</name>
<name>
<surname><![CDATA[Zeidner]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[APA handbooks in psychology. APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors]]></source>
<year>2012</year>
<page-range>3-31</page-range><publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[American Psychological Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Putwain]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Daly]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Chamberlain]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Sadreddini]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academically buoyant students are less anxious about and perform better in high-stakes examinations]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>2015</year>
<volume>85</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>247-63</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Master]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Paunesku]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Dweck]]></surname>
<given-names><![CDATA[CS]]></given-names>
</name>
<name>
<surname><![CDATA[Gross]]></surname>
<given-names><![CDATA[JJ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic and emotional functioning in middle school: The role of implicit theories]]></article-title>
<source><![CDATA[Emotion]]></source>
<year>2014</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>227-34</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sarason]]></surname>
<given-names><![CDATA[IG]]></given-names>
</name>
</person-group>
<source><![CDATA[Test anxiety: Theory, research and application]]></source>
<year>1980</year>
<publisher-loc><![CDATA[Hillsdale, N.J ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Senler]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-service science teachers' self-efficacy: The role of attitude, anxiety and locus of control]]></article-title>
<source><![CDATA[Australian Journal of Education]]></source>
<year>2016</year>
<volume>60</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>26-41</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serlachius]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Hamer]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Wardle]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stress and weight change in university students in the United Kingdom]]></article-title>
<source><![CDATA[Physiol Behav.]]></source>
<year>2007</year>
<volume>92</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>548-53</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wessler]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Hankin]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Stern]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Trabajando con clientes difíciles. Aplicaciones de la Terapia de Valoración Cognitiva]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Bilbao ]]></publisher-loc>
<publisher-name><![CDATA[Desclée De Brouwer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[X]]></given-names>
</name>
</person-group>
<source><![CDATA[Stress, coping, and depression in adolescents: A longitudinal analysis of data from national longitudinal study of adolescent health]]></source>
<year>2013</year>
<publisher-loc><![CDATA[NE ]]></publisher-loc>
<publisher-name><![CDATA[University of Nebraska]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[BJ]]></given-names>
</name>
<name>
<surname><![CDATA[Kitsantas]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparing students' self-discipline and self-regulation measures and their prediction of academic achievement]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2014</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>145-55</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
