Mental Health and Academic Achievement among Chinese Adolescents during COVID-19 Pandemic: The Mediating Role of Self-Regulation Learning

Autor/inn/en	Wang, Jin-Kai; Xue, Hui-Qin; Wu, Xiao-Fei
Titel	Mental Health and Academic Achievement among Chinese Adolescents during COVID-19 Pandemic: The Mediating Role of Self-Regulation Learning
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 4, S.1001-1015 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Xiao-Fei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09772-4
Schlagwörter	Mental Health; Academic Achievement; Foreign Countries; High School Students; COVID-19; Pandemics; Learning Strategies; Self Management; China + Suchen Sie Ihr Suchwort? Psychohygiene; Schulleistung; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement
Abstract	The changes that COVID-19 pandemic has brought upon the world are unprecedented. Its impact on students' learning is equally profound, making it critical to heed students' academic achievement effects that may derive from these alterations. Therefore, the present study explored an integrative model of mental health, self-regulated learning and academic achievement among adolescents during the pandemic. Participants were 1001 senior high school students (M[-subscript age] = 17.00, SD[subscript age] = 0.78, 48.7% female) from China. Results showed that the degree to which students were mentally healthy was not significantly related to academic achievement, whereas academic achievement and mental health were positively associated with self-regulated learning. Following structural equation modelling analysis, the effect of mental health on academic achievement was fully mediated by self-regulated learning. Taken together, the findings emphasised the necessity of developing self-regulated learning strategies during public health emergencies and have clinical and educational implications for planning psychological interventions in order to improve mental health and academic performance as well. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01