COORDINATOR
Marta Martínez Vicente is an accredited doctoral assistant professor. She carries out research and teaching duties at two Spanish universities.
She has a Doctor in Education, a Primary School teacher and a Graduate in Pedagogy from the University of Oviedo.
Her line of research focuses on the study of anxiety and stress in the educational field, executive functions, self-regulated learning, emotional intelligence, psychological adjustment and students’ learning difficulties.
She currently coordinates two projects focused on the self-regulation of learning in mathematics and the relationship between self-regulated learning and psychological strength in university students.
She has numerous publications including articles in specialized magazines and book chapters.
She regularly participates in talks and national and international conferences.
She is a member of the Spanish Society of Pedagogy (SEP), the EERA (European Educational Research Association) and the WERA (World Education Research Association).
The management of resources and strategies that are part of self-regulated learning are crucial in the process of knowledge construction.
Students at any educational stage must use their cognitive, motivational and affective resources effectively, as well as face certain difficulties that can cause high stress and anxiety.
Academic performance is influenced by positive emotions, which in turn are related to greater creativity, effort, involvement in tasks, flexibility, decision-making, fluid thinking and problem solving.
Therefore, the emotional dimension of learning must be considered in order to design teaching practices that increase students’ productivity and interest in their own academic and personal growth process.
Specifically, mathematical learning is conditioned by multiple factors that generate many tensions and the rejection of this subject by many students.
The poor use of effective planning, attentional or concentration strategies is compounded by states of anxiety caused by negative emotions resulting from attitudes, motivations and beliefs in calculation or problem-solving processes.
This symposium presents the results of a research project focused on the study of self-regulation of learning, stress and the improvement of attention as a means to improve academic performance.
In addition, the results of another research project are presented, the general objective of which is to understand the perception and attitudes of students from different educational stages in the learning process of Mathematics, specifically in the self-regulated learning of this subject.