An Examination of Academic Coping among Taiwanese Adolescents

Autor/in	Shih, Shu-Shen
Titel	An Examination of Academic Coping among Taiwanese Adolescents
Quelle	In: Journal of Educational Research, 108 (2015) 3, S.175-185 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.867473
Schlagwörter	Foreign Countries; Coping; Grade 8; Adolescents; Student Attitudes; Satisfaction; Student Needs; Competence; Personal Autonomy; Learner Engagement; Stress Management; Independent Study; Burnout; Student Surveys; Regression (Statistics); Psychological Patterns; Multivariate Analysis; Junior High School Students; Likert Scales; Factor Analysis; Taiwan; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Ausland; Bewältigung; School year 08; 8. Schuljahr; Schuljahr 08; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Zufriedenheit; Kompetenz; Individuelle Autonomie; Stressmanagement; Stressbewältigung; Selbststudium; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Schülerbefragung; Regression; Regressionsanalyse; Multivariate Analyse; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Likert-Skala; Faktorenanalyse
Abstract	The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Findings of regression analyses indicated that the satisfactions of Taiwanese adolescents' basic psychological needs were the key factors determining their academic coping. The types of coping they adopted were found to be associated with their self-regulated learning and academic burnout. Further, results of multivariate analysis of covariance showed that even after controlling for the effects of the fulfillment of the basic psychological needs, students employing engagement coping reported significantly higher levels of self-regulated learning along with lower levels of burnout than did their counterparts using disengagement coping. Implications for educational practices are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01