e-journal

Motivational Predictors of Coping With Academic Examination

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The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by
introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students’ coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.

Keywords academic examination, achievement goals, coping, self-determination

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Ketersediaan

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Informasi Detail

Judul Seri

The Journal of Social Psychology

No. Panggil

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Penerbit

: Taylor & Francis., 2011

Deskripsi Fisik

The Journal of Social Psychology, 2011, 151(1), 87–104

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PSIKOLOGI SOSIAL

Info Detail Spesifik

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Pernyataan Tanggungjawab

Nurasmi

Versi lain/terkait

Lampiran Berkas

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