Applying self‐regulated learning to anxiety and stress management in severe mental disorders: A qualitative study
Rattachement africain : es. Niveau de preuve : code pays fourni par la source.
Le résumé fourni par la source
Severe mental disorders (SMDs), such as schizophrenia, bipolar disorder, and personality disorders, present significant challenges for stress and anxiety management due to cognitive vulnerabilities. Self-regulated learning (SRL) models offer a structured framework for analyzing self-management strategies, yet their application in mental health contexts remains underexplored. This study applies Pintrich's (2000) SRL model to examine how individuals with SMDs manage stress and anxiety, identifying strengths and gaps across the forethought, monitoring, control, and reaction/reflection phases. A qualitative approach was employed, analyzing focus group discussions with 28 adults diagnosed with SMDs. Thematic analysis, conducted using NVivo, combined inductive coding and theory-driven interpretation based on the SRL framework. Results show that the forethought phase was most frequently represented, emphasizing participants' cognitive preparation and anticipation of stressors. The control phase followed, highlighting behavioral and contextual coping strategies such as relaxation, problem-solving, and support-seeking. However, the monitoring and reaction/reflection phases were less developed, with limited focus on real-time awareness and evaluation. These findings point to the need for tailored interventions and highlight theoretical adaptations required to extend SRL to clinical contexts. We discuss how integrating SRL with recovery-oriented frameworks could support more adaptive, person-centered strategies for managing stress and anxiety in SMDs.
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Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- Applying self‐regulated learning to anxiety and stress management in severe mental disorders: A qualitative study
- Date Crossref
- 01/12/2025
- Éditeur
- Wiley
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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Universidad de Salamanca pays non établi dans la noticeUniversité ou école supérieure
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Instituto de Investigación Biomédica de Salamanca pays non établi dans la noticeStructure de recherche
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Fundación INTRAS pays non établi dans la noticeOrganisation à but non lucratif
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Department of Developmental and Educational Psychology University of Salamanca Salamanca Spain Department of Developmental and Educational Psychology pays non établi dans la noticeUniversité ou école supérieure
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Evaluation and Psychological Treatments University of Salamanca Salamanca Spain Department of Personality pays non établi dans la noticeUniversité ou école supérieure
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Institute for Biomedical Research of Salamanca (IBSAL) Salamanca Spain pays non établi dans la noticeStructure de recherche
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Institute on Community Integration (INICO) University of Salamanca Salamanca Spain pays non établi dans la noticeUniversité ou école supérieure
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Research and Treatment in Mental Health and Social Services (INTRAS) Foundation Valladolid Spain pays non établi dans la noticeOrganisation à but non lucratif
Universidad de Salamanca, Instituto de Investigación Biomédica de Salamanca et Fundación INTRAS, avec 5 autres affiliations.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.