RT Journal Article
T1 Academic context and perceived mental workload of Psychology students
A1 Rubio Valdehita, Susana
A1 López Sánchez, Ramón
A1 Díaz Ramiro, Eva María
AB The excessive workload of university students is an academic stressor. Consequently, it is necessary to evaluate and control the workload in education. This research applies the NASA-TLX scale, as a measure of the workload. The objectives of this study were: (a) to measure the workload levels of a sample of 367 psychology students, (b) to group students according to their positive or negative perception of academic context (AC) and c) to analyze the effects of AC on workload. To assess the perceived AC, we used an ad hoc questionnaire designed according to Demand-Control-Social Support and Effort-Reward Imbalance models. Using cluster analysis, participants were classified into two groups (positive versus negative context). The differences between groups show that a positive AC improves performance and reduces feelings of overload, temporal demand, and nervousness and frustration. Social relationships with peers and teachers, student autonomy and result satisfaction were relevant dimensions of the AC.
PB Cambridge University Press
SN 1138-7416
SN 1988-2904
YR 2014
FD 2014-09-15
LK https://hdl.handle.net/20.500.14352/102508
UL https://hdl.handle.net/20.500.14352/102508
LA eng
NO Rubio-Valdehita, S., López-Higes, R., & Díaz-Ramiro, E. (2014). Academic context and perceived mental workload of psychology students. The Spanish journal of psychology, 17, E53.
DS Docta Complutense
RD 9 abr 2025