When perfect is never good enough: The predictive role of discrepancy on anxiety, time spent on academic tasks, and psychological well-being in university students

Rassaby, Madeleine; Cassiello-Robbins, Clair; Sauer‐Zavala, Shannon

doi:10.1016/j.paid.2020.110305

Cited by 4 publications

(3 citation statements)

References 51 publications

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“…If a teacher is experiencing anxiety, the teacher may feel nervousness or breathlessness, which are symptoms of stress (Uzuntiryaki-Kondakci et al, 2020 ). Rassaby et al ( 2021 ) find that there is a significant relationship between anxiety and stress. Therefore, in the MOOC learning context, we posit the following hypothesis:…”

Section: Introductionmentioning

confidence: 99%

Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions

Shanshan

Wenfei

2022

Asia-Pacific Edu Res

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This study investigates the impact of psychological stimuli on students’ continuance intention to use massive open online courses (MOOCs), through the mediation effects of emotions under a stimulus-organism-response framework. Perceived competition, perceived risk, and curiosity are the psychological stimuli. Four emotions (happiness, interest, sadness, and anxiety), enjoyment, and stress are considered as the organism. Continuance intention to use MOOCs for learning is the response. To test the hypotheses empirically, 574 valid responses were collected from individuals who claimed that they had learning experience on the Chinese University MOOC. This is a well-known, official online learning platform supported by the Chinese Education Ministry and has the largest number of active MOOC users in China. The study employs partial least squares structural equation modeling to validate the research model. The results show that perceived competition has both positive and negative effects, perceived risk has no significant effect, curiosity only has a beneficial effect, and the four emotions play important mediation roles. This research unveils the internal effect mechanisms of psychological factors and emotions on continuance intention in the context of online learning.

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Section: Introductionmentioning

confidence: 99%

Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions

Shanshan

Wenfei

2022

Asia-Pacific Edu Res

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“…Therefore, the implementation of lectures may be labeled as a tension stressor for college kids. Academic stress is related to rising intellectual fitness difficulties, including anxiety and melancholy, among university students [11]. The effect of hysteria on students will increase troubles related to motivation, achievement, and psychological impacts.…”

Section: Introductionmentioning

confidence: 99%

Factors Causing Academic Anxiety in Students With Special Needs

Perianto¹,

Pranowo

Suminar

2022

KSS

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This study aimed to determine the factors that affect the academic anxiety of students with special needs at the Faculty of Teacher Training and Education at Universitas PGRI Yogyakarta. Qualitative research methods were used. 9 students with special needs participated, including lecturers of guidance and counseling and lecturers of special education. According to the findings, the factors causing academic anxiety in students with special needs came from themselves (personally), from the surrounding environment, and in the learning process, especially in doing assignments given by the lecturer, and due to the final results/grades. Keywords: academic anxiety, students with special needs, students

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“…Bradburn (1969) developed a model of the structure of psychological well-being, which is a balance achieved through the continuous interaction of positive and negative affect. Psychological well-being is considered as a person's realization of his/her own potential, the development of certain psychological traits in respect of certain activities (Rassaby et al, 2020). Scholars associate psychological well-being with the concepts of happiness, life satisfaction and positive emotions (Liu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Willingness to Self-forgive as a Predictor of the Well-being of Young Students

Kravchuk

2022

RREM

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The article considers an important and topical issue in the form of the willingness to self-forgive in young students. The concepts of psychological well-being, forgiveness, and self-forgiveness are considered. The peculiarities of the connection between psychological well-being and willingness to self-forgive in the case of young students are determined. Much attention is paid to the factors of psychological well-being. The study involved 228 people – young students, aged between 20 and 23 years, in the form of 109 men and 119 women. Empirical research was based on the following psychodiagnostic techniques: Flourishing Measure, Hardiness Test, Scale of Psychological Well-being, the Trait Forgivingness (dispositional) Scale, Mental Health Outcome Measures, Scale of Deep Readiness for Forgiveness, Depression and Anxiety (BSI – 12). The high level of willingness to self-forgive in young students is connected with high levels of hardiness and psychological well-being. The high level of willingness to self-forgive in young students is connected with low levels of anxiety and depression. It is indicated that the willingness to self-forgive is a predictor of psychological well-being in young students. The more university students are prone to willingness to self-forgive, the more they are satisfied with self-realization in specific living conditions and circumstances, with the achievement of meaningful goals, and with positive relationships with other people. The more young university students are ready for self-forgiveness, the more they are capable of reflection, the realization of their potential, the effective use of personal traits, self-acceptance, meaningful life, and being more satisfied with relationships with other people.

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When perfect is never good enough: The predictive role of discrepancy on anxiety, time spent on academic tasks, and psychological well-being in university students

Cited by 4 publications

References 51 publications

Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions

Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions

Factors Causing Academic Anxiety in Students With Special Needs

Willingness to Self-forgive as a Predictor of the Well-being of Young Students

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