Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Volume 23 Number 1, 2020
Autonomy Support and Academic Stress: a Relationship Mediated by Self-regulated Learning and Mastery Goal Orientation |
| Jiali Zheng, Ning Jiang, Jingtong Dou |
Abstract |
| This study examines the relationship between perceived 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. Structural equation models were 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, and also 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. |
| Full Text: PDF |
ISSN: 1526-8659