Motivational Predictors of Coping With Academic Examination

Doron, Julie; Stéphan, Yannick; Maïano, Christophe; Scanff, Christine Le

doi:10.1080/00224540903366768

Cited by 18 publications

(18 citation statements)

References 39 publications

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“…The other research results also show that good quality of self regulation is a positive predictor, and poor quality of self structures is negative predictors of the problem-focused coping strategies [14]. Also, it was confirmed that the self-developed structure is positively associated with active forms of overcoming [15].…”

Section: Discussionsupporting

confidence: 60%

“…Also, it was confirmed that the self-developed structure is positively associated with active forms of overcoming [15]. Identified regulation which is base of integrated self allows a person to be persistent in achiving the goals that are important to her in the long run; it encourages the person to be persistent and to foster activities that are not her actual interest, but which are important in achieving her goal [14], it is associated with positive outcomes in an academic setting, such as, commitment, psychological adjustment to school, perseverance and concentration [15]. In similar way, Blascovich and Tomaka [16] point out that negative excitement that accompanies response to the threat -which is characteristic of the impersonal and partly for egoinvesting self, reduces the capacity for coping.…”

Section: Discussionmentioning

confidence: 71%

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The Development of Self Structures and Active Coping

Knežević¹,

Knežević²

2016

: Interdiscip. Descr. Complex Syst.

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In addition to cope with usual stressful circumstances at work, nowadays, it is important to examine what kind of mental capacities of medical staff are adaptive in respect of a new type of stress -job insecurity.Special focus is put upon self structures as personality determinants and the role they have in coping.. The aim of the study was to determine the role of the self structures in active coping with job insecurity. It was supposed that the increasing integration of self structures leads to increasing use of active coping strategies. Perceived job insecurity was measured by The job insecurity perception scale (Knežević and Majstorović, 2013). The Ego Functioning Questionnaire (Majstorović, Legault and Green-Demers, 2008) was used to evaluate types of ego-functioning; coping were assessed by the Cybernetic coping scale (Edwards and Baglioni, 1993).In order to test the hypothesis the multivariate regression analysis was developed with self-regulation as predictor and active coping strategy as a criterion. A significant model F(3, 306) = 26,73, p < 0,001, was obtained with all the predictors selected as significant. The prediction directions were as expected -Integrated and Ego-investing self were positive predictors (β = 0,35, p < 0,001, and β = 0,16, p < 0,01, respectively), while the impersonal self singled out as a negative predictor (β = -0,13, p < 0,05). The results have shown that the development of self structures is valid predictor for the active coping of medical staff when facing with job insecurity.

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Section: Discussionsupporting

confidence: 60%

Section: Discussionmentioning

confidence: 71%

The Development of Self Structures and Active Coping

Knežević¹,

Knežević²

2016

: Interdiscip. Descr. Complex Syst.

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“…Although the mechanism underlying the relationship between SRL and depression is not well documented, recent studies have suggested that using this strategy can influence students' depression by strengthening coping mechanisms (Doron et al, 2011;Shikai et al, 2009). When reviewing the SRL model of Pintrich (2004) and the Coping model of Carver, Scheier, and Weintraub (1989), we recognized an interactive sharing between these models (appraisal, planning, reinterpretation, and evaluation).…”

Section: Theoretical Backgroundmentioning

confidence: 92%

“…When reviewing the SRL model of Pintrich (2004) and the Coping model of Carver, Scheier, and Weintraub (1989), we recognized an interactive sharing between these models (appraisal, planning, reinterpretation, and evaluation). Thus, from a learning perspective, SRL could be seen as an active coping strategy in response to academic stressors that could enable students to reduce their vulnerability to depression and to improve their academic achievement (Doron et al, 2011;Newman, 2002;Shikai et al, 2009). According to Pintrich (2004), SRL learners often execute a learning task through four typical phases: forethought (appraisal and planning), monitoring and control (reinterpretation), and reflection (evaluation).…”

Section: Theoretical Backgroundmentioning

confidence: 98%

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The relationships between the use of self-regulated learning strategies and depression among medical students: An accelerated prospective cohort study

Nguyen

Laohasiriwong

Saengsuwan

et al. 2014

Psychology, Health & Medicine

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We conducted this study to determine the relationships between the use of self-regulated learning strategies (SRL) and depression scores among medical students. An accelerated prospective cohort study among 623 students at a public medical university in Vietnam was carried out during the academic year 2012-2013. The Depression, Anxiety and Stress Scales (21 items) was used to measure depression scores as the primary research outcome, and to measure anxiety and stress scores as the confounding variables. Fourteen SRL subscales including intrinsic/extrinsic goal orientation, task value, self-efficacy for learning, control of learning beliefs, rehearsal, elaboration, organization, critical thinking, meta-cognitive strategies, time and study environment, effort regulation, peer learning, and help seeking were measured using the Motivated Strategies for Learning Questionnaire. Data were collected at two points in time (once each semester). There were 744 responses at the first time (95.88%) and 623 at time two (drop-out rate of 16.26%). The generalized estimating equation was applied to identify any relationships between the use of each SRL subscale and depression scores at time 2, adjusting for the effects of depression at time 1, anxiety, stress, within cluster correlation, and potential demographic covariates. Separate multivariate GEE analysis indicated that all SRL subscales were significantly negatively associated with depression scores, except for extrinsic goal orientation and peer learning. Whereas full multivariate GEE analysis revealed that self-efficacyT1, help-seekingT1, time and study environmentT2 were found to be significantly negatively associated with depressionT2, adjusting for the effects of depressionT1, anxiety, stress, and demographic covariates. The results should be used to provide appropriate support for medical students to reduce depression.

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