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Tytuł pozycji:

Autonomy Support and Academic Stress: A Relationship Mediated by Self-Regulated Learning and Mastery Goal Orientation

Tytuł :
Autonomy Support and Academic Stress: A Relationship Mediated by Self-Regulated Learning and Mastery Goal Orientation
Autorzy :
Zheng, Jiali; Jiang, Ning; Dou, Jingtong
Źródło :
New Waves-Educational Research and Development Journal, v23 p43-63 Sum 2020. 21 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1264274">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1264274
Chinese American Educational Research and Development Association. e-mail: ; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Recenzowane naukowo :
Y
ISSN :
1526-8659
Deskryptory :
Personal Autonomy, Stress Variables, Self Management, Mastery Learning, Goal Orientation, Correlation, Teacher Expectations of Students, Foreign Countries, Self Concept, Undergraduate Students, Graduate Students, Study Habits, Gender Differences
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
21
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research; Tests/Questionnaires
Kod czasopisma :
OCT2020
Data wpisu :
2020
Numer akcesji :
EJ1264274
Czasopismo naukowe
This study examines the relationship between autonomy support from instructors, self-regulated learning, mastery goal orientation and academic stress. College and graduate students in China (N=366) participated in this study. Mediation analysis was used to examine the relationships between the constructs. The results indicate that academic stress is a multidimensional construct with four subconstructs: pressures to perform, stress related to teacher expectation, perception of workload and stress related to academic self-perceptions. These sub-constructs were studied in relation to autonomy support, self-regulated learning, and mastery goal orientation. Direct effects of autonomy support were found on self-regulated learning and mastery goal orientation, as well as on stress related to academic self-perception. Mediation effects of self-regulated learning and mastery goal orientation were found between autonomy support and some of the subconstructs of academic stress.

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